Exploring the Integration of Artificial Intelligence in Filipino Language Education: Enhancing Teaching Practices and Learning Outcomes in Higher Education Institutions

Mishell Q. Jaramillo; Crisanta Baquiran; Charity Madayag; Cherry Alih; Alma Manera; Jesusie Ramones

doi:10.63931/ijchr.v7iSI3.390

Authors

Mishell Q. Jaramillo Quirino State University https://orcid.org/0009-0000-6250-8780
Crisanta Baquiran Quirino State University
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
Alma Manera Cagayan State University https://orcid.org/0000-0003-0698-2845
Jesusie Ramones Quirino State University

DOI:

https://doi.org/10.63931/ijchr.v7iSI3.390

Keywords:

Artificial Intelligence, Teaching Practices, Filipino Language, Learning Outcomes, Higher Education Institutions

Abstract

This study investigates the integration of Artificial Intelligence (AI) in Filipino language instruction in higher education, focusing on the perspectives of educators, the teaching strategies they employ, and the engagement of students in AI-assisted classrooms. Guided by a phenomenological qualitative approach, the research gathered data from Filipino language teachers, students, and administrators in selected higher education institutions through semi-structured interviews, classroom observations, and focus group discussions. The use of thematic analysis revealed several key insights. First, AI was found to enhance instructional efficiency by streamlining lesson delivery, automating assessment, and providing instant feedback that allows educators to better monitor student progress. Second, it facilitates personalized learning through adaptive platforms and interactive tools, giving students opportunities to learn at their own pace while fostering higher levels of motivation and participation. Respondents noted that gamified activities and AI-driven translations made complex texts, such as classical Filipino literature, more accessible. However, challenges remain. Limited AI training for teachers, technological constraints within institutions, and the scarcity of AI applications specifically designed for Filipino language education hinder widespread adoption. Moreover, educators emphasized the irreplaceable role of human instruction, particularly in guiding students to appreciate cultural and linguistic depth that AI cannot fully replicate. The findings highlight the importance of institutional support, equitable access to technological resources, and ethical integration of AI to ensure inclusivity. Overall, the study underscores AI’s potential as a complementary tool that, when thoughtfully applied, can strengthen pedagogy, promote cultural preservation, and support sustainable innovation in Filipino language education.

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