Abstract
Artificial Intelligence (AI) is increasingly reshaping educational landscapes in an era marked by rapid technological advancements. This study examined the relationship between teachers' demographic profiles and their perceptions of AI integration in public elementary schools within District 2, Valencia City Division, Bukidnon, Philippines. Utilizing a descriptive-qualitative research design, the study involved 121 teachers selected through complete enumeration from six public elementary schools. A self-modified questionnaire—partly based on the Opinion Scale on Artificial Intelligence—was administered to gather data on demographics and AI-related perceptions. Findings revealed that teachers generally held a positive perception of AI in education, particularly its role in enhancing personalized learning, increasing productivity, and improving student engagement. The highest-rated benefit was that AI “makes learning easier” with a mean score of 4.37, followed by its ability to “increase productivity” (4.32) and “make learning more fun” (4.32). Conversely, concerns were raised about the confidentiality of information (mean = 4.03) and AI's potential to undermine the teacher’s role (mean = 3.86). Statistical analyses showed significant differences in perceptions based on age, educational attainment, years of service, and teaching position. For example, younger teachers and those with higher educational qualifications exhibited more favorable views. Differences were significant in areas such as the scope (F = 5.357, p < 0.05) and concept (F = 3.258, p < 0.05) of AI. However, sex was found to have no significant impact across all measured domains (p > 0.05). The study underscores the need for sustained professional development, improved access to AI tools, and policy support to bridge demographic gaps in AI adoption. Equipping teachers with AI literacy ensures effective technology integration and prepares learners for a digitally driven future.
