Teachers’ Perceptions of Artificial Intelligence Readiness for Curriculum Integration in Basic Education
Keywords:
artificial intelligence, AI readiness, basic education, curriculum integration, teacher perceptions, qualitative researchAbstract
Artificial intelligence (AI) is increasingly influencing curriculum planning, classroom instruction, and assessment, making teacher readiness critical to meaningful integration in basic education. This study explored teachers’ perceptions and experiences of AI readiness for curriculum integration and identified emerging themes that could inform effective AI-supported educational practices. Using a qualitative basic interpretive research design, the study involved 15 licensed basic education teachers from the San Miguel, Tandag, and
Tago Districts, Surigao del Sur, selected through purposive sampling. Data were gathered through individual semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. The Technological Pedagogical Content Knowledge (TPACK) framework served as a sensitizing lens for interpreting the technological and pedagogical dimensions, while ethical and institutional factors emerged from participants’ accounts and relevant interview prompts. Findings revealed that teachers perceived AI
readiness as a developing and multidimensional process encompassing technological, pedagogical, ethical, and institutional factors. AI supported lesson preparation, differentiated and engaging instruction, assessment development, feedback, and teaching efficiency. However, participants identified challenges involving technological access, teacher competency, accuracy and verification of AI-generated content, data privacy, academic integrity, student misuse, and overreliance on AI. They further emphasized the need for sustained professional development, adequate infrastructure, technical assistance, and clear institutional policies for responsible AI use. The study concludes that AI readiness extends beyond technology acceptance or digital competence and requires teachers’ capacity to use AI critically, pedagogically, ethically, and responsibly within supportive institutional conditions.
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