Teachers’ Readiness for the Use of Generative Artificial Intelligence in Classroom Pedagogy in Jolo III District, Division of Sulu

Mohammad Daniel Khann Akdam; Mary Ann Lim

doi:10.62596/n03p5t47

Authors

Mohammad Daniel Khann T. Akdam School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Mary Ann G. Lim School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/n03p5t47

Keywords:

generative artificial intelligence, teacher readiness, classroom pedagogy, knowledge, willingness, concerns

Abstract

This study examined teachers’ readiness for the use of Generative Artificial Intelligence in classroom pedagogy in Jolo III District, Division of Sulu. Specifically, it assessed teachers’ readiness in terms of knowledge, willingness, and concerns, and determined whether significant differences and relationships exist among these dimensions. A descriptive–exploratory research design was employed using a quantitative approach. The study involved 100 elementary school teachers selected through purposive sampling. Data were gathered through a structured questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, t-test, one-way ANOVA, and Pearson product-moment correlation. The findings revealed that teachers possess a general level of knowledge about Generative AI, particularly in understanding its functions, limitations, ethical considerations, and privacy issues. However, their willingness to integrate AI into classroom pedagogy is moderate, indicating cautious adoption despite recognizing its potential benefits. Similarly, teachers expressed moderate concerns, particularly regarding ethical implications, overdependence, and the impact on teaching roles. No significant differences were found in teachers’ readiness when grouped according to demographic characteristics. Moreover, very high and significant relationships were observed among knowledge, willingness, and concerns, indicating that these dimensions are interconnected. The study concludes that teachers are in a transitional stage of readiness, where awareness is evident but full integration requires further support. Strengthening training programs, institutional support, and access to resources is essential to enhance teachers’ readiness and promote effective integration of Generative AI in education.

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