Teachers’ Proficiency In Using Artificial Intelligence (AI) And Instructional Practices In Araling Panlipunan In Sdo Santo Tomas City

Abstract

This study investigated the proficiency of Araling Panlipunan teachers in integrating  Artificial Intelligence (AI) tools into instructional practices in public junior and senior high  schools under SDO Santo Tomas City during the school year 2025–2026. Guided by the  UNESCO AI Competency Framework and the Technological Pedagogical Content  Knowledge (TPACK) model, the research assessed teachers’ knowledge and skills,  confidence in application, and ethical awareness, alongside the extent of AI integration in  lesson planning, assessment, multimedia use, and classroom collaboration, the  challenges encountered in AI adoption, and the development of a proposed teacher  training activity manual.  

This study employed a quantitative design utilizing researcher-developed  questionnaires. The respondents included 47 junior high school and 50 senior high school  Araling Panlipunan teachers, with a census approach applied. Data were analyzed using  ranking, percentage, weighted mean, and Pearson’s r correlation coefficient. Findings  revealed moderate overall proficiency, with ethical awareness highest, followed by  knowledge and skills, and confidence lowest. AI integration was moderate across  domains, with the highest adoption in interactive and multimedia tools, suggesting  multimedia as the primary entry point for classroom application. A strong and significant  positive relationship (r = .694, p < .001) was found between confidence in application and  AI use in assessment, showing that teachers who have higher self-efficacy in using AI  tools are also more likely to integrate these technologies effectively in assessment  practices. Challenges included cognitive codependency, lack of clear policies, and struggle  with reliable connectivity and insufficient infrastructure.

Statistical results confirmed that teachers’ AI proficiency significantly predicted  variations in instructional practices. The study concluded that effective AI integration  requires holistic teacher development encompassing technical, pedagogical, and ethical  competencies. The study proposed a teacher training activity manual focused on  contextualizing AI tools and ethical, adaptive assessment to maximize pedagogical value,  aligning with the Department of Education initiatives. It recommended continuous teacher  training, curriculum contextualization, and strengthened institutional support to promote  equitable and future-ready learning environments.