KNOWLEDGE, ATTITUDES, PRACTICES, AND CHALLENGES IN USING AI INSTRUCTIONAL TOOLS: BASIS FOR ACTION PLAN

This study examined the knowledge, attitudes, practices, and challenges of Senior High School teachers in using AI instructional tools in selected public secondary schools within the second district of Cagayan as basis for crafting an action plan. Using a descriptive-correlational research design complemented by qualitative thematic analysis, data were gathered from 105 teacher-respondents through survey questionnaires and interviews. Findings revealed that teachers generally possess moderate to high levels of knowledge, familiarity, pedagogical integration skills, and technical proficiency in AI tools, and exhibit positive to very positive attitudes across instructional engagement, interaction, satisfaction, and performance. Despite this readiness, their actual AI practices remain limited, with teachers frequently using AI only for planning and content preparation, while collaboration, support, and professional development were occasionally practiced. Significant challenges emerged, including unstable internet connectivity, lack of devices, technical glitches, insufficient training, absence of school policies, ethical concerns, academic dishonesty, and limited funding. Moreover, no significant differences were found in teachers’ knowledge, attitudes, and practices when grouped according to their personal and professional profiles; however, frequency of AI use demonstrated a highly significant effect on both attitudes and practices. The study concludes that effective AI integration is hindered more by systemic and institutional barriers than by teachers’ willingness or competence. Thus, a comprehensive action plan was developed to strengthen digital infrastructure, establish clear AI policies, enhance teachers’ competencies, and promote responsible and sustainable AI integration in classroom instruction.