Exploring Filipino Language Educators' Perceptions and Pedagogical Adaptations in AI-Integrated Instruction

Eva Balbada

doi:10.63931/ijchr.v7iSI3.327

Authors

Eva Balbada Eastern Samar State University https://orcid.org/0000-0001-6153-6229

DOI:

https://doi.org/10.63931/ijchr.v7iSI3.327

Keywords:

Artificial Intelligence, Filipino Language Instruction, Pedagogy, Blended Learning, Digital Divide, AI in Education, Constructivist Learning, TPACK, Teacher Adaptation

Abstract

This study explores the integration of artificial intelligence (AI) tools in Filipino language instruction, focusing on educators' perceptions, challenges, and pedagogical adaptations. Grounded in Constructivist Learning Theory and Technological Pedagogical Content Knowledge (TPACK) Framework, the study employs a qualitative research design through semi-structured interviews with Filipino language educators. Findings reveal that AI is perceived as a supportive tool for assessment and student engagement, but concerns persist regarding content accuracy and cultural alignment. Challenges such as the digital divide and AI’s limitations in processing Filipino linguistic structures hinder full adoption, particularly in underserved communities. However, educators recognize AI’s potential to enhance student engagement through gamification and personalized learning, prompting a shift towards a blended learning approach that balances digital tools with traditional instruction. The study underscores the need for continuous professional development and institutional support to optimize AI integration. Recommendations include localized AI development and equitable access to AI-driven resources to ensure culturally relevant and inclusive language instruction.

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