Redefining the Role of Teachers in the Age of Artificial Intelligence
DOI:
https://doi.org/10.5281/zenodo.20497068Keywords:
artificial intelligence in education, teachers’ roles, AI integration, assessment and feedback, educational technology, teacher perceptionsAbstract
The rapid advancement of artificial intelligence (AI) has significantly transformed the educational landscape, reshaped instructional practices and redefining the role of teachers. This study examined the integration of AI in education and its implications for the evolving roles of Filipino teachers who are enrolled in graduate programs. Specifically, it aimed to determine the level of AI integration across four domains—teachers’ roles, assessment and feedback, opportunities, and challenges—identify differences based on teaching experience, and examine the relationship between AI familiarity, experience, and the integration domains. A quantitative descriptive-correlational design was employed, involving 32 respondents selected through purposive and convenience sampling methods. Data were collected using a structured survey instrument and analyzed using descriptive statistics, Analysis of Variance (ANOVA), and Pearson Product-Moment Correlation. The results revealed that AI integration was perceived at a moderate to high level across all domains, with stronger agreement on its role in enhancing instructional practices and expanding learning opportunities than on its challenges. A significant difference was found in perceptions of AI’s impact on teachers’ roles when grouped by teaching experience, indicating that mid-career teachers were more receptive to AI-driven instructional changes. No significant differences were observed between the other domains. Furthermore, AI familiarity showed a significant negative relationship with perceived challenges, suggesting that increased familiarity reduces the barriers to adoption. AI experience showed no significant relationship with any of the domains. The findings indicate that AI is viewed as a complementary tool that enhances rather than replaces teaching. This study underscores the need for targeted professional development, ethical guidelines, and institutional support to ensure effective and responsible AI integration while sustaining human-centered pedagogy.
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