ARTIFICIAL INTELLIGENCE IN THE TEACHING PROCESS IN PUBLIC ELEMENTARY SCHOOLS

The study surveyed 341 public elementary teachers in Region I regarding their awareness, utilization, integration, challenges, and opportunities related to AI use in teaching. It also examined the correlations between these factors and teacher demographics and the perception gaps between them and the school heads. Most teachers were female, middle-aged, married, and graduate-educated. Teachers showed moderate AI awareness (higher for general concepts) and use (ChatGPT was the highest), with many reporting limited use. Both groups rated integration as moderate (strongest in resources and lesson design) but identified barriers, including ethical/societal issues, technical issues, and skills gaps. Yet they saw great potential for student engagement, assessment, and innovation. Integration was significantly correlated with age, sex, education, experience, and training. Teachers and heads shared their perceptions, highlighting the need for inclusive training, policy support, and ethical standards in basic education.