AI in the Teaching of Filipino: A Case Study of Teachers at Olutanga National High School

The rapid advancement of Artificial Intelligence (AI) in education has brought significant changes to teaching and learning. This study investigated the experiences of Filipino teachers at Olutanga National High School in using AI in their teaching, guided by the TPACK framework. Using a qualitative case study design, five Filipino teachers with direct experience using AI were purposively selected. Semi-structured interviews were analyzed through thematic analysis to identify recurring patterns across participants. Findings showed that teachers used AI tools such as ChatGPT, Grammarly, QuillBot, and Canva AI primarily for lesson preparation, writing support, and visual materials development. Teachers experienced a mix of positive and negative experiences: AI eased their workload and enriched instructional materials, but its use was constrained by a lack of formal training, limited access to technology and infrastructure, and ethical concerns such as data privacy and plagiarism, alongside an underlying fear of being replaced by AI. To cope, teachers relied on self-directed learning, peer collaboration, gradual integration, and critical evaluation of AI-generated content. Teachers identified continuous and context-specific training, clear ethical guidelines, and improved technical infrastructure as the support most needed for the responsible use of AI, support that remained largely inadequate at the time of the study. Overall, the study found that teachers' adaptability and open-mindedness are critical to AI integration, but their individual efforts are not enough without systematic support from the school and government. It is recommended that continuous, context-specific training be provided, that clear ethical policies be developed, and that infrastructure be improved to help teachers use AI responsibly while preserving their essential human role in education.