Pedagogical Strategies for Artificial Intelligence Integration in Junior High Schools of Congressional District IV, Batangas Province

Abstract

Artificial Intelligence (AI) is transforming instructional practices globally, yet its integration in Philippine classrooms remains limited. This study investigated the extent of AI utilization in English instruction among Junior High School teachers in Congressional District IV, Batangas Province. It further examined teachers’ awareness of students’ AI use, the manifestation of students’ critical thinking skills, and the challenges encountered in AI integration.

A quantitative research design was employed, involving 125 Junior High School teachers selected through purposive sampling. Data were collected using a researcher-developed questionnaire measuring AI utilization across instructional domains, teacher awareness, student skill development, and integration challenges. Descriptive statistics, including weighted mean, were used for analysis.

Teachers reported moderate use of AI in teaching, instructional material preparation, and student evaluation. Awareness of common AI tools and associated risks was high, although training in detecting AI-generated content was lacking. Students demonstrated moderate levels of problem-solving, creativity, and independent thinking. Major challenges included limited access to premium AI tools, insufficient training opportunities, and infrastructure gaps.

The findings highlight the urgent need for structured AI integration in Philippine education, particularly in English instruction. The proposed AI Integration Enhancement Program (AIIEP) offers practical strategies to promote ethical AI use, strengthen digital literacy, and foster critical thinking among students. These results provide a foundation for policy development, teacher training, and curriculum enhancement, ensuring that AI serves as a complement to, rather than a substitute for, meaningful learning experiences.