ABSTRACT
This study explored how Grade 5 and 6 teachers cope with the use of AI in public elementary schools. The research aimed to create a training plan for learning and development. It specifically examined teachers’ coping strategies in areas like education and understanding, adaptability and resilience, strategic preparation, and ethical issues. The study also highlighted the challenges teachers face in managing students’ use of AI, including academic integrity and plagiarism, bias and fairness, loss of human interest and social skills, teaching and accessibility, data privacy and security, as well as teacher training and support. A total of 230 teachers participated, and the data were analyzed using descriptive statistics like frequency counts, percentages, and weighted means.
The findings showed that teachers often used coping strategies across all areas, with a mean score of 2.92, and regularly faced challenges, some of which were more pronounced than others, with a mean score of 2.78. No significant differences were found among these factors. Teachers also faced challenges when managing students' use of AI. These challenges included academic integrity, bias, social skills, teaching accessibility, data privacy, and training support. Again, there were no significant differences across these challenges. To tackle these issues, the researcher created a program called Enhancing Teacher Competence and Confidence in AI Integration. This program aims to help teachers effectively manage AI in the classroom.
Recommendations include providing ongoing training on AI tools and ethics, establishing clear policies for data privacy and responsible AI use, encouraging teachers to work together to enhance their knowledge and effectively integrate AI in the classroom.
INTRODUCTION
Artificial Intelligence (AI) refers to computer systems that can perform tasks that usually need human intelligence, such as reasoning, learning from past experiences, adapting to new situations, and making decisions (Copeland, 2025). In the Philippines, the formal recognition of AI in education has gained momentum in recent years. This progress is marked by the establishment of the Education Center for AI Research (E-CAIR) under the Department of Education in February 2025. E-CAIR aims to lead the development of AI-driven solutions for teaching, learning, and school administration.
Republic Act No. 11927, also known as the Philippine Digital Workforce Competitiveness Act, shows the government's commitment to building a workforce that is skilled in digital technology and ready for the future. This is important because of rapid changes brought by technology like artificial intelligence (AI) and automation. The law requires government agencies, including the Department of Education (DepEd), to create programs that improve digital skills. These programs focus on upskilling and reskilling educators and students so they can meet global standards for technology use. In public elementary education, this Act provides a legal basis for using AI tools in teaching and learning. It encourages innovation and digital change in schools.
Elementary teachers have the challenging job of using AI’s benefits without compromising key skills like critical thinking and originality. It’s crucial to develop good coping strategies and teaching methods to uphold academic honesty and encourage responsible AI use among students. This study aimed to explore how Grades 5 and 6 teachers in public elementary schools cope with the increasing use of AI among students. It sought to examine teachers’ strategies, perceptions, and challenges in managing AI-integrated learning, as well as their approaches to maintaining student engagement and ethical academic practices.
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