Teachers' Knowledge, Attitude, and Practices on Artificial Intelligence (AI).

This study determined the teachers’ knowledge, attitudes, and practices on artificial intelligence in the Schools Division of Iloilo, Province of Iloilo, Philippines, for the school year 2025-2026. The descriptive correlation research design was employed. The respondents were the randomly selected secondary school teachers from the five Congressional Districts in the Province of Iloilo. They were classified according to their educational attainment, position, length of service, ICT training, and congressional district. The data-gathering instrument was a researcher-constructed instrument based on the literature on Artificial Intelligence. It was validated by a jury of experts and tested for reliability by teachers not included in the study sample. The data were processed in SPSS and analyzed using frequency, mean, rank, t-test, Analysis of Variance (ANOVA), F-test, and Pearson Product-Moment Correlation (Pearson r). The level of significance was set at .05. Findings revealed that the teachers’ knowledge of Artificial Intelligence is high, and their attitude was favorable. They often practiced ensuring learners’ data privacy when using AI tools, teaching learners about the ethical use of AI, and providing personalized feedback for individual learners. Significant differences were noted in their level of knowledge, attitude, and practices on AI when classified according to congressional district, and educational attainment. No significant differences were established in their level of knowledge, attitude, and practices on AI when classified according to position, ICT training, and length of service. Finally, significant relationships existed among teachers’ level of knowledge, attitude, and practices on artificial intelligence (AI). Keywords: Artificial Intelligence, Level of Knowledge, Attitude, Practices

Artificial intelligence, Knowledge, development

1. Adib Bin Rashid, & Ashfakul Karim Kansik. (2024). AI Revolutionizing Industries Worldwide: A Comprehensive Overview of Its Diverse Applications. Hybrid Advances, 7, December 2024. [Google Scholar] [Crossref]

2. Al Darayseh, A. (2023). Acceptance of Artificial Intelligence in Teaching Science: Science Teachers’ Perspective. Computers and Education: Artificial Intelligence, 4, 100132. [Google Scholar] [Crossref]

3. Angelo C. Arguson, Marvin P. Mabborang, & Rhonnel S. Paculanan. (2023). The Acceptability of Generative AI Tools of Selected Senior High School Teachers in Schools Divisions Office-Manila, Philippines. Journal of Artificial Intelligence, Machine Learning and Neural Network, 3(6), 1–10. https://doi.org/10.55529/jaimlnn.36.1.10 [Google Scholar] [Crossref]

4. Aljemely, Y. (2024). Challenges and Best Practices in Training Teachers to Utilize Artificial Intelligence: A Systematic Review. [Google Scholar] [Crossref]

5. Brigola, Frensie Honeylette. (2025). Utilization of Artificial Intelligence (AI) Tools among Senior High School Students: Inputs for Policy Recommendations. International Journal of Research and Scientific Innovations, 12(15), September 2025. [Google Scholar] [Crossref]

6. Chai, C. S., et al. (2023). Preparing for AI-Enhanced Education: Conceptualizing and Empirically Examining Teachers’ AI Readiness. Computers in Human Behavior, 146, 107798. https://doi.org/10.1016/j.chb.2023.107798 [Google Scholar] [Crossref]

7. Cambridge Dictionary Online. (2025). [Google Scholar] [Crossref]

8. Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264–75278. [Google Scholar] [Crossref]

9. Celik, I. (2023). Exploring the Determinants of Artificial Intelligence (AI) Literacy: Digital Divide, Computational Thinking, Cognitive Absorption. Telematics and Informatics, 83, 102026. [Google Scholar] [Crossref]

10. Celik, I. (2023). Towards Intelligent-TPACK: An Empirical Study on Teachers’ Professional Knowledge to Ethically Integrate Artificial Intelligence (AI)-Based Tools into Education. Computers in Human Behavior, 138, 107468. https://doi.org/10.1016/j.chb.2022.107468 [Google Scholar] [Crossref]

11. Ciolacu, M., Tehrani, A. F., Binder, L., & Svasta, P. M. (2018). Education 4.0: Artificial Intelligence-Assisted Higher Education: Early Recognition System with Machine Learning to Support Students' Success. In Proceedings of the 2018 IEEE 24th International Symposium for Design and Technology in Electronic Packaging (SIITME) (pp. 23–30). IEEE. [Google Scholar] [Crossref]

12. Co, S. J. (2025). Artificial Intelligence in Philippine Education: A Narrative Review of Applications, Perceptions, and Challenges. International Journal of Science, Technology, Education and Management, 5(2). [Google Scholar] [Crossref]

13. Department of Education. (2025). Department of Education Order No. 013, s. 2025: Establishment of the Center for Artificial Intelligence Research for the Department of Education. April 29, 2025. [Google Scholar] [Crossref]

14. Distor, C., Khaltar, O., & Moon, M. J. (2021). Adoption of Artificial Intelligence (AI) in Local Governments: An Exploratory Study on the Attitudes and Perceptions of Officials in a Municipal Government in the Philippines. Journal of Public Affairs and Development, 8, 33–65. [Google Scholar] [Crossref]

15. Gravetter, F. J., & Forzano, L. B. (2020). Research Methods for the Behavioral Sciences. Cengage Learning. [Google Scholar] [Crossref]

16. Giray, L., de Silos, P. Y., Adornado, A., & Jan, R. (2024). Use and Input of Artificial Intelligence in Philippine Higher Education: Reflections from Instructors and Administrators. Internet Reference Services Quarterly, 28(2). [Google Scholar] [Crossref]

17. Jong von Garrel, & Jana Mayer. (2023). Artificial Intelligence in Studies – Use of ChatGPT and AI-Based Tools among Students in Germany. Humanities and Social Sciences Communications, Article 799. [Google Scholar] [Crossref]

18. Kim, B. H. (2023). A Study on the Perception of Artificial Intelligence Education and the Artificial Intelligence Teaching Efficacy in Secondary School Technology Teachers. Asia-Pacific Journal of Convergent Research Interchange, 9(4), 517–527. https://doi.org/10.47116/apjcri.2023.04.41 [Google Scholar] [Crossref]

19. Maghirang, T. (2025). State of Artificial Intelligence (AI) in the Philippines in 2025: A Range of Prospects. Philippine Institute of Development Studies. [Google Scholar] [Crossref]

20. Nazaretsky, T., Cukurova, M., Alexandron, G., & Barzilai, S. (2023). A Phenomenographic Approach on Teacher Conceptions of Teaching Artificial Intelligence (AI) in K–12 Schools. Education and Information Technologies, 28, 1041–1064. https://doi.org/10.1007/s10639-022-11161-x [Google Scholar] [Crossref]

21. Ng, D. T. K., Leung, J. K. L., Su, J., Ng, R. C. W., & Chu, S. K. W. (2023). Teachers’ AI Digital Competencies and Twenty-First Century Skills in the Post-Pandemic World. Educational Technology Research and Development, 71, 137–161. [Google Scholar] [Crossref]

22. Oxford Languages Dictionary Online. (2025). [Google Scholar] [Crossref]

23. Popenici, S. A. D., & Kerr, S. (2017). Exploring the Impact of Artificial Intelligence on Teaching and Learning in Higher Education. Research and Practice in Technology Enhanced Learning. [Google Scholar] [Crossref]

24. Pujeda, J. R. A. (2023). A Systematic Review on Teachers’ Digital Competencies on the Adoption of Artificial Intelligence in Enhancing Learning Experiences. International Journal of Research and Innovation in Social Science, 7(12), 373–383. https://doi.org/10.47772/IJRISS.2023.7012031 [Google Scholar] [Crossref]

25. Salas-Pilco, S. Z., & Yang, Y. (2020). Learning Analytics Initiatives in Latin America: Implications for Educational Researchers, Practitioners and Decision Makers. British Journal of Educational Technology, 51(4), 875–891. https://doi.org/10.1111/bjet.12952 [Google Scholar] [Crossref]

26. Schepman, A., & Rodway, P. (2020). Initial Validation of the General Attitudes Towards Artificial Intelligence Scale. Computers in Human Behavior Reports, 1, 100014. https://doi.org/10.1016/j.chbr.2020.100014 [Google Scholar] [Crossref]

27. Schepman, A., & Rodway, P. (2022). The General Attitudes Towards Artificial Intelligence Scale (GAAIS): Confirmatory Validation and Associations with Personality, Corporate Distrust, and General Trust. International Journal of Human–Computer Interaction. https://doi.org/10.1080/10447318.2022.2085400 [Google Scholar] [Crossref]

28. Sdenka Zobeida Salas Pilco, & Yugin Yang. (2022). Artificial Intelligence Applications in Latin American Higher Education: A Systematic Review. International Journal of Educational Technology in Higher Education, Article 21. [Google Scholar] [Crossref]

29. Sütçü, S. S., & Sütçü, E. (2023). English Teachers’ Attitudes and Opinions Towards Artificial Intelligence. International Journal of Research in Teacher Education, 14(3), 183–193. [Google Scholar] [Crossref]

30. UNESCO. (2015). Sustainable Development Agenda 2030. [Google Scholar] [Crossref]

31. Velander, J., Taiye, M. A., Otero, N., & Milrad, M. (2024). Artificial Intelligence in K–12 Education: Eliciting and Reflecting on Swedish Teachers’ Understanding of AI and Its Implications for Teaching and Learning. Education and Information Technologies, 29, 4085–4105. https://doi.org/10.1007/s10639-023-11990-4 [Google Scholar] [Crossref]

32. Viberg, O., Cukurova, M., Feldman-Maggor, Y., et al. (2023). What Explains Teachers’ Trust of AI in Education Across Six Countries? arXiv. https://arxiv.org/abs/2312.01627 [Google Scholar] [Crossref]

33. Wang, X., Li, L., Tan, S. C., Yang, L., & Lei, J. (2023). Preparing for AI-Enhanced Education: Conceptualizing and Empirically Examining Teachers’ AI Readiness. Computers in Human Behavior, 146, 107798. [Google Scholar] [Crossref]

34. Zhang, C., Schießl, J., Plößl, L., Hofmann, F., & Gläser-Zikuda, M. (2023). Acceptance of Artificial Intelligence among Pre-service Teachers: A Multigroup Analysis. International Journal of Educational Technology in Higher Education, 20(49). [Google Scholar] [Crossref]

35. Zhang, K., & Aslan, A. B. (2021). AI Technologies for Education: Recent Research and Future Directions. Computers and Education: Artificial Intelligence, 2, 100025. [Google Scholar] [Crossref]

36. http://www.21.mit.edu/humanoid-robotics-group [Google Scholar] [Crossref]

37. http://www.u.s.aibo.com [Google Scholar] [Crossref]

38. http://world.altavista.com [Google Scholar] [Crossref]

39. http://world.mrmind.com/mrmind3 [Google Scholar] [Crossref]

40. http://war.aaa1.org/pathfinder/html.shw/html [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study