Bridging Pedagogy and Technology: Phenomenological Inquiry into the Experiences of Social Science Teachers Using AI-Enhanced Teaching Tools
DOI:
https://doi.org/10.5281/zenodo.23241544Keywords:
AI-enhanced teaching, AI-Enhanced Teaching Framework, Colaizzi's method, descriptive phenomenology, Diffusion of Innovations Theory, lived experiences, qualitative research, Social Science teachers, Technological Pedagogical Content Knowledge (TPACK)., vAbstract
This study explored the lived experiences of Araling Panlipunan teachers in using Artificial Intelligence (AI)-enhanced teaching tools in classroom instruction at Magsaysay National High School, Schools Division of Occidental Mindoro. Anchored on the Technological Pedagogical Content Knowledge (TPACK) Framework and the Diffusion of Innovations Theory, the study sought to understand teachers' experiences in integrating AI, the challenges they encountered, and the meanings they attributed to its use in teaching. A qualitative descriptive phenomenological research design was employed involving seven Araling Panlipunan teachers with direct experience in using AI-enhanced teaching tools. Data were collected through semi-structured interviews and analyzed using Colaizzi's seven-step phenomenological method. The findings revealed four major themes: (1) AI as an Efficiency Enhancer, (2) AI as an Instructional Support Tool, (3) AI for Student Engagement, and (4) AI for Conceptual Understanding. The study also identified challenges related to technological infrastructure, internet connectivity, access to digital resources, information reliability, ethical considerations, and teachers' readiness to integrate AI effectively into classroom instruction. The findings indicate that AI serves as a valuable pedagogical support tool that enhances teaching effectiveness and learner engagement when implemented responsibly and supported by adequate technological resources, continuous professional development, and ethical practices. Based on the findings, the study developed the AI-Enhanced Teaching Framework, which provides a contextually grounded guide for the ethical and effective integration of AI in Araling Panlipunan instruction. The study contributes to the growing body of knowledge on artificial intelligence in education by offering practical implications for teachers, school leaders, and policymakers in promoting meaningful and sustainable AI integration in Philippine basic education.
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