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This qualitative study explores the perspectives of 25 educators in the Philippines on the integration of AI in education, focusing on its impact on teacher roles, ethics, and pedagogical value. The study identifies key themes including the perception of AI as an instructional support tool, the reaffirmation of irreplaceable human dimensions in teaching, systemic barriers to AI adoption, and ethical concerns. The findings emphasize the need for a teacher-centric integration framework that prioritizes infrastructure, professional development, and ethical safeguards.
Despite AI's potential in education, Filipino educators strongly reaffirm the irreplaceable value of human empathy, mentorship, and moral guidance in teaching.
As Artificial Intelligence (AI) becomes increasingly embedded in global education, its implications for teaching practices, teacher identity, and learner engagement warrant critical examination. In the Philippine context, where relational pedagogy and values formation remain foundational, the question of AI’s role in education is both urgent and complex. This study employed a qualitative phenomenological design to investigate the lived experiences of 25 educators from public and private institutions across Luzon, Visayas, and Mindanao. Data were collected through semi-structured interviews and focus group discussions, then analyzed using Braun and Clarke’s thematic analysis framework. Four major themes emerged: (1) AI was perceived as an instructional support tool rather than a replacement for teachers; (2) the irreplaceable human dimensions of empathy, mentorship, and moral guidance were reaffirmed; (3) systemic gaps in infrastructure, training, and digital readiness posed barriers to equitable adoption; and (4) ethical concerns regarding data privacy, academic integrity, and teacher deskilling persisted. While educators acknowledged AI’s potential to streamline tasks and enhance personalization, they emphasized the need to preserve teacher agency, professional identity, and ethical practice. The findings underscore the importance of a teacher-centric integration framework that invests in infrastructure, strengthens professional development, and embeds ethical safeguards. This study contributes to the global discourse on human-centered AI in education by providing culturally grounded insights and practical recommendations for the sustainable and inclusive adoption of AI in the Philippine educational system.