ARTIFICIAL INTELLIGENCE IN THE TEACHING PROCESS IN PUBLIC ELEMENTARY SCHOOLS: INPUTS TO CURRICULUM ENHANCEMENT

Abstract

This study explored the awareness, utilization, extent of integration, challenges, and opportunities related to Artificial Intelligence (AI) in teaching among 341 public elementary school teachers in Region I. Most teachers were female, middle-aged, married, and pursuing or holding graduate degrees. While many attended local AI-related trainings, few had national or international seminar exposure. Teachers showed moderate awareness of AI tools, with greater knowledge of general AI concepts than institutional strategies or specific tools. Utilization was moderate, with ChatGPT most commonly used, though many reported limited or no AI use in teaching.

Both teachers and school heads perceived the extent of AI integration as moderate, especially in using teaching resources and designing learning programs. Ethical and societal concerns were the most serious challenges, followed by technical, pedagogical, and skill-related issues. Despite challenges, teachers strongly agreed AI offers opportunities for enhancing student engagement, assessment, feedback, and professional innovation.

Statistical analysis revealed significant relationships between AI integration and demographics such as age, sex, educational attainment, years in service, and training exposure. No significant perceptual differences were found between teachers and school heads regarding AI integration. These findings highlight the need for inclusive training programs, strategic policy support, and ethical considerations in advancing AI integration in basic education.