SHARED LEARNING JOURNEY: ARTIFICIAL INTELLIGENCE (AI) IN CLASSROOM SETTING

This study examined the lived experiences, coping strategies, and professional insights of public elementary school teachers in integrating Artificial Intelligence (AI) into classroom instruction. Employing a qualitative research design, in-depth interviews were conducted with ten (10) purposively selected elementary teachers from selected public schools in Maa District, Davao City, all of whom had direct experience using AI tools in teaching. Data analysis revealed key themes across three focus areas. Teachers’ experiences underscore four themes: Enhanced Lesson Preparation; Increased Student Engagement and Motivation; Technological Readiness and Resource Availability; and Balancing AI Use. In terms of coping strategies, four themes also emergedd: Use of Self-Directed Learning; Collaborative Support from Colleagues and School Leaders; Establishing Clear Guidelines and Responsible AI Use; and Patience, Continuous Learning, and Adaptation. Insights gained from AI integration underscored three themes: AI as a Support Tool, Not a Replacement; AI Enhances Student Engagement, Learning Equity, and Assessment; and Importance of Continuous Professional Growth and Collaboration. These results have implications for achieving the UNSDGs, particularly Goal 4 (Quality Education), Goal 5 (Gender Equality) through equitable access to AI-enhanced learning, and Goal 9 (Industry, Innovation, and Infrastructure) by promoting technological readiness and innovation in schools.