Teacher’s Awareness, Digital Competence, And Ethical Reflection in Artificial Intelligence Supported Assessment: Evidence from Rural Philippine High Schools

This study examined the teachers’ awareness of artificial intelligence (AI), digital competence, and ethical reflection in AI-assisted educational assessment, as well as the relationship among these variables and the predictive role of ethical reflection dimensions. Using a quantitative research design, data were collected through validated questionnaires. Findings revealed that teachers demonstrated proficient AI awareness and proficient digital competence, with high overall ethical reflection. Subdimensions such as critical evaluation and academic integrity were particularly strong, while professional and institutional support was comparatively lower. Correlational analysis showed a high positive relationship between AI awareness and digital competence, and a high positive relationship between digital competence and ethical reflection, whereas AI awareness and ethical reflection were not significantly related. Multiple regression analysis indicated that among the ethical reflection dimensions, academic integrity and validity significantly predicted AI awareness, while no dimensions significantly predicted digital competence. These results suggest that although teachers are knowledgeable about AI and engage in ethical reflection, practical digital competence varies, and ethical reflection alone does not enhance technical skills. The study underscores the need for integrated professional development programs that combine ethical literacy, technical competence, and hands-on AI training, supported by institutional guidelines, to promote responsible and effective AI integration in educational assessment.

Academic integrity, AI-assisted assessment, educational technology

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