This study explored the integration of Artificial Intelligence (AI) in learning, focusing on teachers’ and students’ awareness and utilization within the District of Siquijor. It used a descriptive-correlational research design. Data were collected through a structured survey questionnaire and analyzed using mean, independent samples t-test, and Pearson Product-Moment Correlation Coefficient. The findings revealed a significant difference in the level of AI awareness between teachers’ and students. Teachers demonstrated a “very high” level of awareness of AI technologies, while students exhibited only a “high” level of awareness. In terms of utilization, teachers reported a “high” extent of AI utilization, whereas students showed relatively lower utilization, suggesting underutilization. Correlation analysis also revealed a statistically significant and strong positive relationship between teachers’ awareness and the extent of their AI utilization. Similarly, students’ awareness was found to be significantly and positively related to their utilization of AI technologies, indicating that higher awareness is associated with greater utilization. It was then concluded that awareness is a key factor influencing the effective utilization of AI technologies in educational settings. Moreover, the adoption of innovative strategies and digital resources is vital for sustaining improvements in the quality of public education amid rapid technological advancement.
Bantilan et al. (2026) studied this question.