Teacher’s Readiness On The Integration Of Artificial Intelligence In Teaching: A Basis For An Intervention Plan

Abstract

Artificial Intelligence (AI) has become a transformative force in education, enhancing teaching and learning through intelligent systems, personalized instruction, and improved efficiency. As higher education institutions adopt technological innovations, teachers play a critical role in successfully integrating AI into instructional practices. This study assessed the extent of readiness of teachers in integrating AI in their teaching practices at University of Cagayan Valley during the academic year 2024–2025, serving as a basis for a proposed policy input.

The researcher used descriptive-correlational research design, involving 139 faculty members selected through stratified sampling. Data were collected using a structured questionnaire and analyzed using frequency, percentage, weighted mean, and correlation statistics. The findings revealed that faculty members demonstrated a high extent of readiness, behavioral intention, and perceived benefits, while their attitude toward AI integration was moderate. Age and civil status showed significant relationships with AI integration, whereas other profile variables were not significant. Key concerns identified include overreliance on AI, accuracy and reliability issues, data privacy and ethical concerns, and lack of training and knowledge. The study concludes that although faculty members are generally ready and willing to integrate AI into teaching, challenges related to attitudes, ethics, and technical competence persist. Therefore, continuous institutional support, targeted training programs, and clear policy guidelines are necessary to ensure the effective, ethical, and sustainable integration of AI in education.