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Research Article

Ethical Perceptions and Readiness for Artificial Intelligence Integration in the Classroom Among All Dela Paz High School Teachers

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Dariel Ojera , Francis Michael Yambao
Psych Educ Multidisc J, 2026, 63 (9), 1227-1234, DOI: https://doi.org/10.70838/pemj.630910, ISSN 2822-4353
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Abstract

This study investigates the ethical perceptions and readiness for Artificial Intelligence Integration in the classroom among Dela Paz High School Teachers. Rooted in the issuance of the Department of Education Order No. 3, s. 2026, or the “Foundational Guidelines on Artificial Intelligence in Basic Education,” and the urge to integrate artificial intelligence or A.I. tools in the classroom as stipulated in Division Memorandum No. 14, s. 2026 from the Schools Division of Pasig City, or the “AI-powered literacy tools training of the Department of Education and Microsoft”. The research primarily aims to assess the ethical perceptions of teachers regarding the integration of Artificial Intelligence in the classroom, which will focus on Academic Integrity pertaining to the ownership of work and plagiarism, Algorithmic Bias or the inclusivity and fairness of the output, and Data Privacy, which will involves protection of teachers' and learners' digital footprints. The study also aims to evaluate the Dela Paz High School teachers’ readiness in integrating AI tools in the classroom across technical competency, pedagogical integration, and ethical resilience in relation to the teachers’ professional profiles. Findings reveal that, based on the profession profile of the Dela Paz High School teachers, they have a high level of perceived ethical implications and a robust and united ethical awareness of the integration of Artificial Intelligence in the classroom. However, the teachers’ exposure to AI tools should be taken into account so that the teachers are fully aware of the risks of A.I. tools. Findings also revealed that the Dela Paz High School teachers have a high and unified level of readiness for the integration of Artificial Intelligence in the classroom. In conclusion, Dela Paz High School teachers’ ethical perception and readiness are significantly related. This suggests that teachers who are more aware of the ethical dimensions (integrity, bias, and privacy) are likely the same teachers who feel better prepared to integrate Artificial Intelligence on education. Ethical awareness is not just a theoretical concern; it is a practical component of a teacher's overall readiness to use AI in the classroom.
Keywords artificial intelligence data privacy teachers’ readiness AI Integration ethical perception
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The team behind this paper

2 authors, 2 institutions.

This paper Department of Education — Philippines Department of Education 1 author Centro Escolar University — Philippines Centro Escolar Universi… 1 author Dariel Ojera — corresponding author DO Dariel Ojera ✉ Francis Michael Yambao FY Francis Michael Yambao

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27 reads over 1 month.

27
October 2026

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Dariel Ojera 0xee246D…3cF3AE 450,000 (45%)
Francis Michael Yambao 0x86F2eb…335218 450,000 (45%)
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Bibliographic Information

Dariel Ojera, Francis Michael Yambao, (2026). Ethical Perceptions and Readiness for Artificial Intelligence Integration in the Classroom Among All Dela Paz High School Teachers, Psychology and Education: A Multidisciplinary Journal, 63(9): 1227-1234
Bibtex Citation
@article{dariel_ojera2026pemj,
author = {Dariel Ojera and Francis Michael Yambao},
title = {Ethical Perceptions and Readiness for Artificial Intelligence Integration in the Classroom Among All Dela Paz High School Teachers},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2026},
volume = {63},
number = {9},
pages = {1227-1234},
doi = {10.70838/pemj.630910},
url = {https://scimatic.org/index.php/show_manuscript/11020}
}
APA Citation
Ojera, D., Yambao, F.M., (2026). Ethical Perceptions and Readiness for Artificial Intelligence Integration in the Classroom Among All Dela Paz High School Teachers. Psychology and Education: A Multidisciplinary Journal, 63(9), 1227-1234. https://doi.org/10.70838/pemj.630910

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