Abstract
This study explores the integration of digital technologies and human-centered artificial intelligence (AI) in the teaching of artistic expressions in Pre-School and the 1st Cycle of Basic Education in Portugal. Through a literature review and systematic mapping of existing legislation, educational policies, curricular guidelines, teacher training programs and digital resources, the research examines how AI tools are being positioned and effectively used within Portuguese educational contexts. The study focuses on identifying current practices, gaps, and opportunities for incorporating AI to support multimodal, inclusive, and creative learning in early childhood Arts Education. It also assesses the extent to which international frameworks promote equitable access to digital tools, foster critical and aesthetic literacy, and support teachers in integrating AI in meaningful, ethical, and pedagogically sound ways. Special attention is given to the tensions between traditional pedagogical models and the transformative potential of AI-enhanced multimodal learning environments. By analyzing the policy and curricular infrastructure, this study contributes to a deeper understanding of how AI can support - not displace - human relationships in early education, and lays the groundwork for future empirical studies and professional development initiatives in the Arts. Ultimately, the study positions Early Arts Education as a strategic site for promoting creativity, digital inclusion, and socially responsible innovation in Portugal’s educational system.
Presenters
Helena CabeleiraResearcher, Faculty of Social Sciences and Humanities, Nova University of Lisbon, Lisboa, Portugal
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Human-Centered AI Transformations
KEYWORDS
Human-Centered AI, Arts Education, Early Childhood Education, Digital Pedagogies
