Integrating AI in learning process: Motivations, adjustments, challenges, effectiveness, limitations, effects and concerns

Abstract

This study defined the strategies and challenges of the instructors in the integration of artificial intelligence tools in teaching from the School of Arts, Sciences, and Education and School of Engineering, Architecture, and Information Technology of the Divine Word College of Laoag. Using a phenomenological research design, specifically descriptive phenomenology, the study provides an in-depth exploration of the lived experiences of the ten instructors of the Divine Word College of Laoag focusing on their strategies employed and challenges encountered. Data were gathered through online interview questionnaires via Google forms, analyzed using thematic analysis to identify key patterns and themes. It was found to have significant challenges which include overreliance to artificial intelligence, lack of professional training in the use of artificial intelligence, and even the cost and access of artificial intelligence. In response, instructors employed strategies in the form of motivations and adjustments such as enhancing in class learning, improve teaching experiences, and even enhancing student participation and personalized learning. The study gives emphasis the need to have professional development on the use of artificial intelligence tools in integrating them in the teaching-learning process, a need to ensure data protection in collecting information from the students, and ensuring to have an equitable and inclusive access to artificial intelligence tools that are cost efficient.