Lived Experiences of Elementary Teachers in Integrating Artificial Intelligence Productivity Tools: A Descriptive Phenomenological Study

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{"abstract":"This descriptive phenomenological study explored the lived experiences of eight elementary teachers in the Ronda District as they integrated artificial intelligence (AI) productivity tools into their instructional and administrative work. Anchored in the Theory of Planned Behavior and the Diffusion of Innovations Theory, the study sought to describe the essence of teachers’ experiences and to understand how they navigate the opportunities, challenges, and ethical complexities of AI integration in basic education. Data were collected through semi-structured interviews with eight purposively selected participants and analyzed using the six-phase thematic analysis of Braun and Clarke (2006). Six themes emerged: AI as a practical companion in instructional work, navigating confidence and caution in tool use, infrastructural and institutional barriers, ethical vigilance and professional responsibility, the irreplaceable human core of teaching, and sustained motivation and aspirations for AI-enhanced practice. The findings revealed that elementary teachers perceive AI productivity tools as valuable aids that reduce workload and enhance instructional efficiency, yet they maintain a cautious and selective posture shaped by concerns about accuracy, data privacy, and academic integrity. Infrastructural constraints and the absence of formal training and institutional policies emerged as significant barriers to meaningful integration. Participants expressed a deeply held conviction that teaching remains fundamentally a human enterprise grounded in relational care, contextual judgment, and professional wisdom that AI tools cannot replicate. The study contributes a phenomenological account corroborating that attitudes and practices, rather than knowledge alone, drive effective AI integration. Implications for teacher education, professional development, and policy in Philippine basic education are discussed.","abstract_source":"original","authors":["Ciarah Mhylene Vismanos"],"date":"2026-10-15","doi":"10.70838/PEMJ.640408","id":11082,"issue":4,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"14d47c62d73dcd58091efecc1e95b404bfd5b9f8121dd85370e7915da958740f","schema":"scimatic-article/1","title":"Lived Experiences of Elementary Teachers in Integrating Artificial Intelligence Productivity Tools: A Descriptive Phenomenological Study","volume":64}

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