ABSTRACT
This study explored the experiences of Information and Communication Technology (ICT) Coordinators in using Artificial Intelligence (AI) in teaching science in one of the municipalities in the first district of Iloilo during the School Year 2025–2026 as a basis for an intervention program. The findings revealed that AI serves as an effective support tool for lesson preparation, enhances learner engagement, and supports diverse learning needs. However, challenges such as limited internet connectivity and technological resources, and concerns about academic integrity and overreliance on AI hinder its effective integration. To address these issues, participants employed a coping strategies, specifically preparing instructional materials ahead of time. Based on these findings, an enhancement program, entitled “Innovative Science Teaching through AI”, was developed to strengthen teachers’ competencies, promote ethical AI use, and improve instructional practices and ultimately, to foster a synergy between technological innovation and pedagogical expertise will be essential to ensuring that AI serves as a powerful catalyst for student engagement.
Keywords: Artificial Intelligence, ICT Coordinators, Science Education, Intervention Program
INTRODUCTION
The persistent growth of Information and Communication Technology (ICT) has revolutionized the educational sector, altering the traditional frameworks of instruction and knowledge acquisition for the 21st century. In recent years, the emergence of Artificial Intelligence (AI) has further accelerated this transformation by introducing innovative tools that support instructional planning, assessment, learner engagement, and data-driven decision-making. In science education, where abstract concepts and inquiry-based learning are essential, AI offers promising opportunities to enhance visualization, personalization, and real-time feedback for learners (Park et al., 2023).
Recent research highlights that while many educators express positive attitudes toward AI, they also experience challenges related to limited technical skills, insufficient training, ethical concerns, and lack of clear implementation guidelines (Cabero-Almenara et al., 2024). These challenges are more pronounced in developing and public-school contexts, where access to resources and structured professional development programs may be limited. As a result, AI tools are often underutilized or applied in ways that do not fully align with pedagogical goals, particularly in science instruction.
Within this context, ICT Coordinators play a critical yet often overlooked role. They serve as key agents in facilitating technology integration, supporting teachers, managing digital infrastructure, and aligning technological innovations with curricular goals. Their experiences, insights, and challenges in using AI for teaching science provide valuable information that can inform school-based interventions and capacity-building initiatives. However, existing literature has primarily focused on classroom teachers’ perceptions, leaving a gap in understanding the perspectives of ICT Coordinators who oversee and guide AI implementation at the school level (Saharuddin et al., 2025).
Given the increasing demand for effective AI integration in education, there is a need to systematically examine the experiences of ICT Coordinators in using AI for teaching science. Understanding their practices, challenges, coping strategies, and recommendations can serve as a strong foundation for developing a contextualized Enhancement Program. Such a program can strengthen professional competencies, address existing gaps, and promote the meaningful and sustainable integration of AI in science education.
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