Exploring Teachers’ Practices in Advocating Responsible Use of Artificial Intelligence
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Abstract
Background and Aim: The integration of Artificial Intelligence (AI) into education creates opportunities and challenges for teaching and learning. As AI tools become accessible, teachers are essential in guiding students toward responsible, ethical, and effective use. Yet, teacher practices supporting responsible AI use remain underexplored, particularly in the Philippine context. This case study examined how teachers advocate responsible AI use in their classrooms.
Materials and Methods: A qualitative case study design was used. Semi-structured, in-depth interviews were conducted with fifteen school teachers at Tabina National High School, Tabina District, Division of Zamboanga del Sur, Philippines. Purposive criterion sampling selected participants who: (a) taught in basic education, (b) integrated AI tools or AI-related discussions into teaching, (c) demonstrated advocacy for responsible technology use, and (d) had at least three years of teaching experience. Interviews were conducted in Cebuano, transcribed verbatim, translated into English when necessary, and thematically analyzed following Merriam and Tisdell’s (2016) case study procedures. Data were collected from January to June 2026.
Results: Four sequential themes emerged: (1) challenges involving student overreliance, absent institutional policies, limited teacher training, and academic integrity; (2) coping mechanisms involving emotional responses, professional collaboration, and information-seeking; (3) adaptive strategies involving curriculum integration, AI-resistant assessments, responsible-use modeling, and critical classroom discussions; and (4) outcomes involving greater student awareness, stronger critical thinking, persistent misuse, and emerging teacher advocacy communities.
Conclusion: Despite limited institutional support and training, teachers employ practices to promote responsible AI use. Comprehensive AI literacy frameworks, sustained professional development, and institutional policies are recommended.
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