Enhancing Filipino Language Pedagogy through AI Integration: Bridging Tradition and Technology in Education

Dongpan Crusaldo Oligario; Alma Manera; Tessie Resurreccion; Charity Madayag; Cherry Alih; Elson Gonzales

doi:10.63931/ijchr.v7iSI3.388

Authors

Dongpan Crusaldo Oligario Nueva Vizcaya State University https://orcid.org/0009-0004-7111-0263
Alma Manera Cagayan State University https://orcid.org/0000-0003-0698-2845
Tessie Resurreccion Central Bicol State University https://orcid.org/0009-0009-9550-1900
Charity Madayag Don Mariano Marcos Memorial State University https://orcid.org/0009-0006-2587-4224
Cherry Alih Mindanao State University - Tawi-Tawi https://orcid.org/0009-0009-9602-7710
Elson Gonzales Aklan State University https://orcid.org/0009-0002-1524-0392

DOI:

https://doi.org/10.63931/ijchr.v7iSI3.388

Keywords:

Artificial Intelligence, Filipino language pedagogy, inclusive education, cultural preservation, student engagement, personalized learning

Abstract

This study explored the integration of Artificial Intelligence (AI) in Filipino language pedagogy, focusing on teachers’ and students’ perceptions, its impact on comprehension and engagement, and the balance between AI-driven tools and traditional teaching approaches. Using a qualitative descriptive design, data were analyzed to identify recurring themes related to learning enhancement, cultural adaptation, and instructional practices. Results revealed that AI-supported instruction increased student motivation and participation through interactive activities such as quizzes, chatbots, and personalized exercises. It also facilitated comprehension of complex literary texts by simplifying archaic vocabulary and providing contextual explanations, thereby expanding opportunities for differentiated learning. However, participants consistently emphasized that while AI aids comprehension, it cannot replicate the interpretive depth and cultural insights conveyed through teacher-led instruction. Teachers and students highlighted concerns regarding mistranslations of idioms, oversimplification of literary works, and the risk of diminishing cultural authenticity when AI is used uncritically. Challenges such as limited Filipino-specific AI resources, unequal access to technology, and the need for teacher training were also underscored. At the same time, opportunities were identified in the form of adaptive learning, resource accessibility, and pedagogical innovation when AI is strategically integrated into classroom practice. The study concludes that the effectiveness of AI in Filipino language education depends on educators’ ability to harmonize digital tools with culturally responsive pedagogy, ensuring that technological innovation enhances rather than erodes linguistic heritage and cultural identity.

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