TRANSFORMATIVE LEARNING THROUGH AI INTEGRATION AND CURRICULUM CONTEXTUALIZATION IN VALUES EDUCATION

This study examined how the integration of artificial intelligence (AI) with curriculum contextualization can catalyze transformative learning in Values Education (VALED) among 17 VALED teachers at Taysan San Jose Integrated National High School, Taysan, Batangas Province, Philippines (DepEd). Participants engaged in a two-activity management program, such as Bias Mapping and Values Alignment workshop; Localized AI Lesson Co-design and Classroom Trial, while the researcher collected surveys, semi-structured interviews, lesson-plan audits, classroom observations, and teacher reflective journals. Findings indicate that AI-generated scenarios, when deliberately localized and mediated by teacher facilitation, functioned as catalysts for disorienting dilemmas that prompted critical reflection and dialogic moral reasoning consistent with transformative learning theory; teachers’ self-efficacy in designing AI-informed lessons increased substantially and improved the relevance. Persistent barriers included ethical concerns (privacy and bias), limited infrastructure, and time constraints for contextualization. The study concludes that AI can support values education only when embedded in teacher-centered co-design, ethical safeguards, and institutional support, and recommends sustained professional development, clear AI governance, and longitudinal evaluation of students' moral outcomes.