This research focused on the understandings and experiences of primary teachers in Iligan City regarding the incorporation of artificial intelligence (AI) in teaching and learning practices. A descriptive-correlational design was employed to collect data from a sample of 189 teachers from five public schools in the North III District using a validated survey instrument. Results showed that teachers held strong positive views about AI in education, particularly its potential to make learning more enjoyable and reduce workload. They rated themselves highly in basic computer skills and digital communication and collaboration, but reported lower confidence in advanced technological skills. AI was perceived to have a positive impact on student engagement, teaching roles, critical thinking and collaboration, and support and resources. Regression analysis revealed that teachers’ perceptions and digital collaboration skills significantly predicted AI’s impact on student engagement. Advanced skills also predicted access to support and resources. The findings emphasized the importance of sustained professional development and institutional support to help teachers confidently and effectively integrate AI into their teaching practices.
Ablin et al. (Sun,) studied this question.
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