KNOWLEDGE, ATTITUDE, AND PRACTICES ON THE INTEGRATION OF ARTIFICIAL INTELLIGENCE (AI) IN THE TEACHING PROCESS AMONG EDUCATORS: BASIS FOR A CAPACITY-BUILDING PROGRAM

In the evolving landscape of 21st-century education, Artificial Intelligence has emerged as a paradigm-shifting force capable of redefining teaching and learning engagements. The use of Generative Artificial Intelligence chatbots, such as ChatGPT, has increased significantly. Despite growing access to AI tools, AI integration remains a challenge. While AI offers remarkable opportunities, its compelling integration depends on educators’ knowledge, attitudes, and practices. The study investigated the level of manifestation of the Eastern Visayas State University educators’ knowledge, attitudes, and practices in the integration of AI in the teaching process. Further, establishing the relationship between the level of manifestation of the educators’ attitudes and practices in the integration of AI in the teaching process and their profile variables. This study employs a descriptive-correlational design. Data were collected using a validated survey questionnaire and analyzed using descriptive and inferential statistics. Frequency counts and percentages were utilized to examine the educators’ profiles. The levels of educators’ knowledge, attitudes, and practices toward AI integration were analyzed using the weighted mean and standard deviation. Kendall’s tau-b correlation coefficient and Point-biserial correlation were used to address the level of manifestation of the educators’ knowledge, attitude, and practices in the integration of AI in the teaching process, and their profile variables. Results disclosed that educators demonstrated generally adequate knowledge and positive attitudes. No significant differences were found in knowledge and attitudes across profile variables. However, a significant difference in practices was observed. Anchored on these insights, the study proposes a comprehensive capacity-building program. By aligning with CHED’s digital transformation agenda and Sustainable Development Goals (SDG 4 and SDG 9), this research contributes to building a future-ready, inclusive, and innovation-driven higher education system in the Philippines.