Abstract
As Artificial Intelligence (AI) technologies become increasingly embedded in global education systems, their impact on teaching practices, teacher roles, and student learning requires critical exploration. In the Philippine context, where values formation and relational pedagogy remain foundational, the question of whether AI can replace teachers has become both timely and necessary. This study employed a qualitative phenomenological research design to explore the lived experiences of 25 Filipino educators across public and private institutions in Luzon, Visayas, and Mindanao. Data were collected through semi-structured interviews and focus group discussions and analyzed using Braun and Clarke’s thematic analysis framework, supported by NVivo software. The study focused on key areas including AI’s pedagogical value, its emotional limitations, ethical concerns, and institutional readiness. Four major themes emerged: (1) AI is viewed as an instructional support tool, not a replacement; (2) the human touch—empathy, mentorship, and moral guidance—remains irreplaceable; (3) significant gaps exist in digital readiness and teacher training; and (4) ethical apprehensions persist around data privacy, academic integrity, and teacher deskilling. Educators recognized AI’s usefulness in streamlining tasks and enhancing personalization, but emphasized that it must be implemented in ways that uphold teacher agency and professional identity. This study reinforces that AI, while beneficial for instructional support, cannot replicate the affective and ethical dimensions of human teaching. The Philippine education system must adopt a teacher-centric AI integration model that addresses infrastructure gaps, strengthens professional development, and embeds ethical safeguards. The findings contribute to emerging discourses on human-centered AI in education and offer timely policy and training insights for sustainable, inclusive, and culturally grounded AI adoption in the Philippines.
