Emerging Trends and Discourses on Artificial Intelligence in Education: Its Promises and Pedagogical Implications

Authors

Maria Benjie Ann M. Cabasag

Abstract

This study explored the emerging trends, current practices, challenges, and pedagogical implications of Artificial Intelligence in Education (AIEd) in the Division of Oroquieta City during the School Year 2025– 2026. Employing a descriptive qualitative research design, data were gathered from purposively selected public secondary school teachers through an adapted questionnaire, interviews, and document analysis. The findings revealed that AI is increasingly used as a teaching and learning support tool for lesson planning, assessment, student engagement, and administrative tasks, contributing to improved efficiency and personalized learning. However, challenges such as limited infrastructure, unequal access to technology, capacity and skills gaps, ethical and academic integrity concerns, and resistance to AI adoption persist. The study further indicated that AI integration transforms the teacher’s role toward facilitation and mentoring while highlighting the need to strengthen learner-centered approaches, critical thinking, and digital literacy. Overall, the study underscores the importance of institutional readiness, professional development, and clear policy frameworks to ensure ethical, equitable, and sustainable AI integration in education.

Keywords

artificial intelligence, digital literacy, pedagogical implications, qualitative research, teacher perspectives