Paper Contents
Abstract
AbstractThis study explored the lived experiences of teachers in integrating artificial intelligence (AI) as an educational support tool in public elementary schools of Digos Occidental District, Digos City Division. Ten (10) teachers who had utilized AI in their teaching participated in this phenomenological study. Virtual in-depth interviews were conducted to gather insights and narratives on how AI influenced their instructional practices. Thematic analysis revealed the challenges encountered by teachers, including resistance to change, lack of training, ethical concerns, and limited infrastructure. Despite these, teachers exhibited various coping mechanisms such as developing technological adaptability, engaging in continuous professional development, and fostering collaborative learning environments. Teachers also demonstrated flexibility in balancing AI integration with traditional methods while maintaining a student-centered approach. Furthermore, the findings identified valuable insights on educational management: AIs potential to enhance personalized learning, reduce administrative tasks, and provide inclusive educational support. However, the study emphasized the irreplaceable role of human oversight in mitigating biases and ensuring ethical AI use. The insights gained advocate for training programs focused on responsible AI integration, data privacy awareness, and the ethical use of technology in education. The findings also call for policies that ensure equitable access to AI tools and infrastructure. Ultimately, fostering a supportive ecosystem of collaboration and innovation among educators is vital in navigating the evolving educational landscape influenced by artificial intelligence.Keywords: artificial intelligence, teacher experiences, educational support
Copyright
Copyright © 2025 Bernadette S. Polancos. This is an open access article distributed under the Creative Commons Attribution License.
