New free AI micro‑credential offers ECEC workforce a digital boost

In a bold move to deepen digital literacy across South Australia, TAFE SA has launched a free online micro‑credential AI Essentials: Getting Started with Artificial Intelligence, designed to equip learners with foundational knowledge in artificial intelligence, including technical concepts and ethical considerations. 

While the course is broadly pitched at up-skilling the general workforce, it holds particular relevance for those in early childhood education and care (ECEC). The sector is navigating rapid change, digital tools are increasingly used in administration, curriculum development, family communication, data tracking, and professional learning. For educators to engage effectively (and critically) with emerging technologies, a base understanding of AI can help them discern opportunities, risks and ethical implications.

Why this matters for ECEC

• Bridging the digital confidence gap
  Many early childhood educators are skilled in pedagogy, child development, relationship building and inclusive practice, but may feel less confident in engaging with AI technologies, data analytics, or algorithmic decision tools. This micro‑credential offers a gentle, grounded entry.
• Supporting evidence‑informed practice
  In ECEC, data is increasingly used for continuous improvement, child assessments, risk monitoring, and program evaluation. A working literacy in AI helps educators and leaders ask better questions: What does this tool actually do? What biases might it embed? How transparent is the logic?
• Fostering critical thinking around ethics
  AI raises important questions about privacy, consent, algorithmic bias, equity and transparency. For settings that collect children’s or families’ data (digital portfolios, apps, biometrics, learning analytics), educators with a background in AI ethics will be better placed to lead policy decisions, protect rights, and advocate for fair design.
• Leadership & innovation
  Services that are early adopters, informed by sound understanding, may explore how AI (e.g. natural language processing, image recognition, predictive modelling) could support efficiencies (administrative, planning, safety monitoring) while maintaining relational pedagogy.
• Workforce resilience
  As the broader labour market evolves, educators who can speak confidently about AI will be better positioned in recruitment, collaboration with tech providers, or cross-sector innovation initiatives.

As early learning settings explore the potential of AI, careful governance is essential. Any adoption of AI tools, whether for administration, communication, planning or assessment must be underpinned by clear policies, robust privacy protections, and transparent ethical frameworks.

• Policy and governance
  Where AI technologies are introduced in early learning environments, services may consider reviewing or updating existing policies to reflect processes for selection, use, monitoring and review. This can include documentation of procedures for consent, data collection, access, storage, retention and deletion, particularly where personal information relating to children or families is involved.
• Professional learning and capability building
  Engagement with AI may benefit from tailored professional learning opportunities for educators, leaders and administrators. Training that addresses not only technical functionality but also ethical, pedagogical and relational dimensions may support more informed and reflective use.
• Guiding principles and sector values
  Any integration of AI into early childhood education and care settings can be considered in the context of established sector values — including inclusion, equity, safety, relational pedagogy and the rights of the child. Frameworks that align decision-making with these principles may assist services in evaluating new technologies.
• Innovation with safeguards
  While AI applications may offer efficiencies or insights in some contexts, their implementation may require safeguards that support transparency, human oversight and critical review. Use of automation in educational decision-making may be best viewed as a complement to — rather than a replacement for — professional judgement and relationship-based practice.
• Cyber security and data protection
  With increased use of digital tools across the sector, considerations around cyber security and data governance are increasingly important. Services may review their systems, protocols and third-party platform arrangements to ensure appropriate protections are in place, including encryption, access control and ongoing risk assessment.

The new AI Essentials micro‑credential from TAFE SA presents a timely opportunity for the ECEC workforce to build foundational knowledge in artificial intelligence. By combining this digital literacy with strong policies, ethical leadership, and child-centred practice, early learning services can engage with AI in ways that are safe, strategic and aligned with sector values, ensuring that innovation serves, rather than disrupts, the vital human connections at the heart of early education.