Educational Competitive Intelligence Capability in Early Childhood Education: Enhancing Children's Picture Book Reading Comprehension

Abstract

Purpose: This review develops Educational Competitive Intelligence Capability as an organizational capacity for improving picture-book reading comprehension in early childhood education. It explains how schools can define intelligence needs, scan relevant environments, acquire and interpret evidence, disseminate insight, use it in teaching, and learn from outcomes. Methodology/approach: A structured integrative review synthesized 34 peer-reviewed sources published from 2020 to 2025 across competitive intelligence, educator data use, shared reading, narrative comprehension, and digital picture books. Evidence was coded against eight intelligence-cycle functions and comprehension-related instructional decisions. Heterogeneous designs were synthesized thematically rather than pooled statistically. Originality/Relevance: The article keeps competitive intelligence at the organizational level. Children are not treated as competitors or intelligence agents. Their responses become ethically governed evidence for teacher and school decisions. Key findings: Stronger decision processes combine purposeful scanning with multimodal evidence, contextual interpretation, collaborative dissemination, adaptive teaching, and explicit feedback. Information volume alone does not constitute capability. Theoretical/methodological contributions: The review proposes an eight-domain Educational Competitive Intelligence Capability cycle and a 24-item measurement specification for future validation. It connects intelligence governance with book selection, dialogic questioning, multilingual support, inference, retelling, and comprehension monitoring while defining clear empirical boundaries for subsequent field research worldwide.