ICT Integration in Teaching Delivery: A Qualitative Study of Non-Techie Teachers in the Era of Artificial Intelligence

Abstract

The rapid advancement of Artificial Intelligence has created opportunities and challenges for teachers, particularly non-techie teachers. This study explored the experiences of non-techie teachers in integrating AI into their teaching practice. Specifically, it examined their perceptions of recent AI advancements, the challenges they encountered, the strategies and support systems they used to adapt, and their recommendations for helping other teachers bridge the technology gap. The study employed a qualitative descriptive research design involving purposively selected public elementary school teachers from two rural schools in Sumilao, Bukidnon. Data were collected through face-to-face interviews using a researcher-made interview guide and analyzed through thematic analysis. The findings revealed four major themes: AI as a practical lesson-preparation aid characterized by cautious reliance, limited prompt literacy as a barrier to effective AI use, peer support and self-directed learning amid resource constraints, and embracing gradual learning while using AI as a supportive rather than substitutive tool. Participants viewed AI as a valuable resource for lesson preparation, instructional support, and workload reduction while emphasizing the importance of verifying AI-generated outputs and exercising professional judgment. They relied on self-directed learning and peer collaboration to overcome limited institutional support and regarded AI competency as a gradual learning process. The findings suggest that successful AI integration extends beyond access to technology and requires stronger AI literacy, prompt literacy, and sustained professional development. These results may inform teacher training programs, AI literacy initiatives, and educational policies that promote responsible, ethical, and human-centered AI integration in Philippine basic education.