Authors - Najera R. Umpar, Minsoware S. Bacolod Abstract - In this study, the readiness of teachers in adopting Artificial Intelligence (AI) in teaching and learning, and the variables that influence their acceptance or resistance towards it, were investigated. Following a qualitative research approach, semi-structured interviews were employed to gather the data. It was found that a range of factors including generation of teachers, teaching discipline or specialization, institutional support, and ethical issues influence teachers' readiness in implementing AI in the teaching process. Young teachers, along with those who are specialized in STEM subject area, expressed confidence, preparedness, and enthusiasm in embracing AI in teaching. Experienced teachers, and teachers who taught other subject area, expressed concerns toward relevance and teachers' autonomy. Institutional support (were considered as a factor that would significantly impact teachers' readiness toward AI integration. Ethical concern such as student privacy, bias algorithm, and student monitoring have also contributed to teachers' beliefs on AI implementation. More important, the study identified "hybrid readiness" where teachers believe AI can serve as the "co-teacher" of them and contribute to individual learning and pedagogical practice. It suggests that there are variety of factors influencing the teachers' readiness toward AI implementation thus it requires more comprehensive planning in order to have more efficient integration of AI in the classroom. It is found that teachers' readiness is still not homogeneous and context dependent, therefore differentiated training and education as well as support policy are necessary to enhance teacher readiness and promote the integration of AI in education.
Open Zoom