Journal of Artificial Intelligence Research

Integrating Socio-Scientific Issues to Foster Critical Thinking Skills in Science in Sto. Niño (VOLUME 2, ISSUE 17)

In the 21st century, critical thinking is recognized as a fundamental skill in science education, enabling students to analyze evidence, make informed decisions, and engage responsibly with societal issues. This quantitative study employed a descriptive-correlational design to examine the integration of socio-scientific issues in science instruction and its influence on students’ critical thinking skills in Sto. Niño, South Cotabato. The study also aimed to provide a basis for proposing context-sensitive strategies for effective classroom implementation. Findings revealed a high level of integration of socio-scientific issues across all instructional domains, with real-life relevance, classroom discussion strategies, interdisciplinary approaches, and the use of authentic materials strongly evident. Regarding students’ critical thinking skills, the highest proficiency was observed in analyzing scientific arguments, demonstrating strengths in identifying evidence, evaluating reliability, recognizing biases, and assessing argument strength. Problem-solving skills, evaluative thinking, and decision-making reflected good competency but indicated areas for further development. Overall, students exhibited a generally high level of critical thinking skills, with analytical reasoning as the strongest area. Furthermore, socio-scientific factors showed only a weak and non-significant relationship with students’ critical thinking skills, suggesting that instructional practices play a more significant role in developing these skills than socio-scientific conditions. The study concluded that connecting science learning to real-world contexts, encouraging discussions, integrating multiple disciplines, and using authentic resources effectively foster critical thinking. Recommendations included implementing output-oriented instructional strategies and structured interventions to enhance problem-solving, decision-making, and evaluative thinking, thereby promoting meaningful and socially relevant science education. Keywords: instructional strategies, analytical reasoning, educational interventions, student engagement

Unfolding Students’ Lived Experiences in Technical Writing in Filipino amid the Advent of Artificial Intelligence Tools: A Phenomenological Analysis

Students’ writing practices are rapidly evolving as artificial intelligence (AI) tools become more accessible, influencing how learners generate, organize, and refine written outputs. This study explored the lived experiences of students in technical writing in Filipino amid the advent of AI tools using a qualitative phenomenological approach. Participants were selected from secondary schools in Tacurong City, and data were gathered through interviews and focus group discussions, then analyzed using thematic analysis. Findings revealed that AI significantly enhanced students’ writing efficiency, organization, grammar, and overall confidence. Students were able to produce structured outputs more quickly and develop their vocabulary and writing skills. However, these advantages were accompanied by notable challenges, particularly inaccuracies in Filipino translations, overly formal or unnatural expressions, and limitations in contextual understanding. Despite these issues, students demonstrated awareness and adopted a balanced approach, using AI as a guide while maintaining their originality and personal input. Moreover, students perceived AI as both a beneficial and cautionary tool. While it improved clarity and productivity, concerns emerged regarding overdependence, reduced originality, and the weakening of critical thinking and personal writing voice. Emotional and ethical issues, such as diminished sense of effort and questions of authenticity, were also highlighted. Additionally, factors such as internet access, paid platforms, and prompt construction affected AI utilization. Overall, the study concludes that AI serves as a powerful support tool in technical writing when used responsibly. Students emphasized the importance of critical evaluation, independence, and authenticity, recognizing that meaningful learning results from the conscious integration of technology with personal effort and reflective practice. Keywords: autonomy, digital literacy, authenticity, cognitive engagement

Echo From Techno-Classroom Exploring Teachers: Exploring Teachers` Perspectives On The Threats Of Artificial Intelligence To Academic Honesty In The Digital Age

The rapid integration of Artificial Intelligence (AI) in education has significantly reshaped teaching and learning practices, creating both opportunities and challenges for academic integrity in the digital age. This study employed a qualitative research design, specifically narrative inquiry, to explore teachers’ perspectives on the threats of AI to academic honesty. The research was conducted among teachers in the North District of the City Schools Division of Tacurong City during the school year 2025–2026. The study aimed to understand educators’ experiences in addressing AI-related academic dishonesty and to inform the development of responsive academic integrity policies and teacher training initiatives. Findings revealed that teachers encounter substantial challenges in detecting AI-generated student outputs, regulating gadget use in the classroom, and ensuring the authenticity of learners’ academic work. These concerns reflect the growing complexity of maintaining academic honesty in technology-rich learning environments. Despite these challenges, teachers demonstrate a strong sense of professional responsibility by implementing preventive strategies, promoting responsible AI use, and balancing disciplinary measures with empathy and guidance. Rather than relying solely on punitive approaches, educators emphasize the importance of fostering digital ethics, critical thinking, and values formation to sustain academic integrity. Moreover, teachers perceive AI as having a dual influence on student learning. While AI may encourage shortcut behavior, dependency, and reduced independent thinking, it can also function as a supportive learning tool when integrated responsibly. Teachers therefore position themselves as ethical mentors who guide students in the proper use of technology, model integrity, and encourage open dialogue about responsible digital practices. Overall, the findings highlight the evolving role of teachers as facilitators of ethical technology integration and advocates of authentic learning in the AI-driven classroom. Keywords: digital ethics, technological accountability, learning authenticity, instructional

ARTIFICIAL INTELLIGENCE -DRIVEN MANAGEMENT AND IMPLEMENTATION OF TECHNOLOGY AND LIVELIHOOD EDUCATION IN NORALA

Artificial Intelligence (AI) in educational management and implementation has transformed the ways in which institutions operate to ensure quality learning experiences to students. Using the Pearson r Correlation, the study determined the relationship between Artificial Intelligence (AI)-driven management and implementation of Technology and Livelihood Education (TLE) among secondary schools Norala, South Cotabato for school year 2025-2026. Based on the findings, the extent of Artificial Intelligence (AI)-driven management shows a consistently high degree of AI uptake across core management functions, with AI-based curriculum design and AI for professional development scoring at the very greatest extent and AI applications in resource allocation and administrative tasks following closely behind producing an overall mean that likewise indicates very great integration. Further, findings suggest that the program is being implemented with strong fidelity and effectiveness. Also,it also shows that as schools integrate AI tools and systems to a greater extent—particularly in curriculum design, resource allocation, administrative automation, and teacher professional development—the implementation of TLE tends to become more effective, structured, and responsive to student needs. It was also concluded that Norala district appears to prioritize AI not only for back-office efficiency (scheduling, grading, attendance, resource planning) but equally for pedagogical design and staff capacity building — a balance that suggests an institutional strategy linking instructional innovation with operational modernization. Keywords: Artificial Intelligence, School Management, Technology And Livelihood Education, Norala Philippines

THREATS OF TECH-SAVVY ERA: A PHENOMENOLOGICAL ANALYSIS OF STUDENTS’ ACADEMIC VALUING AMID THE RISE OF HIGH-TECHNOLOGICAL PLATFORMS

The rapid advancement of digital technology has transformed students’ learning environments, reshaping their academic values, study habits, and personal development. In the contemporary tech-savvy era, learners are increasingly exposed to digital platforms that offer both educational opportunities and potential distractions. This study aimed to explore the lived experiences of secondary school students in selected schools in Isulan, Sultan Kudarat, focusing on how high-technological platforms influenced their academic valuing, discipline, and motivation. Specifically, it sought to examine students' challenges, coping strategies, and perceptions of balancing academic responsibilities in a technology-driven context. A qualitative research design employing a phenomenological approach was used to capture rich, in-depth descriptions of students’ experiences. Data were gathered through in-depth interviews and reflective discussions and were analyzed using thematic analysis to identify recurring patterns, meanings, and significant themes. Findings revealed that students experienced persistent challenges related to digital distractions, procrastination, and excessive exposure to social media and online gaming. Despite these difficulties, learners demonstrated adaptive strategies such as time management, self-control, prioritization of academic tasks, and responsible use of digital tools. Students also utilized online resources to enhance learning, motivation, and productivity. However, overreliance on technology was found to limit deep learning and independent thinking. Household responsibilities further influenced study routines, contributing to fatigue and reduced concentration. The study concluded that while digital platforms serve as valuable academic support systems, they also demand strong self-discipline and conscious self-regulation. Technology functions as a double-edged tool that can either enhance or hinder academic growth depending on students’ usage patterns. Developing responsible digital habits, critical awareness, and purposeful engagement is essential in maximizing educational benefits and minimizing risks. Keywords: digital discipline, academic valuing, self-regulation, technology use

INSTRUCTIONAL INTEGRATION OF ARTIFICIAL INTELLIGENCE (AI) AND STUDENTS` ACADEMIC PERFORMANCE IN MAPEH

The integration of Artificial Intelligence (AI) in education has garnered significant attention worldwide, promising to revolutionize instructional methods and enhance student learning outcomes. This study explored the impact of integrating Artificial Intelligence (AI) instruction on students' academic performance in MAPEH (Music, Arts, Physical Education, and Health) within a multicultural setting at Bagumbayan National High School, Sultan Kudarat division, for the school year 2024-2025. Using a descriptive-correlational research design, the study surveyed Junior High School students and MAPEH teachers using a researcher-made, expert-validated questionnaire. A Five-Point Likert Scale assessed the extent of AI integration, while students' Grade Point Averages (GPAs) represented academic performance. Mean and Pearson r correlation analyses were employed to examine relationships between AI integration and academic performance. The findings revealed that AI instruction was highly integrated across all domains, with "AI-Driven Assessment Methods" receiving the highest mean score, followed closely by "IKSP" (Indigenous Knowledge Systems and Practices. Students' academic performance achieved a "Very Satisfactory", demonstrating a strong understanding of MAPEH concepts and competencies. Additionally, a significant positive correlation was found between AI integration and students' academic performance, indicating that higher AI usage corresponded with improved student outcomes. The study concluded that AI-driven instruction enhances learning and academic performance in MAPEH, particularly through the use of effective assessment methods. It recommends that DepEd implement AI-focused training programs and develop policies to standardize AI integration across schools. School administrators are encouraged to allocate resources for AI tools and professional development, while teachers should continuously adapt AI-based instructional methods to meet learners' needs. Future researchers are advised to explore long-term effects of AI integration and address potential barriers to adoption, particularly for diverse and Indigenous communities. These findings highlight the transformative potential of AI in enhancing educational practices and student success in MAPEH subjects. Keywords: Artificial Intelligence (AI), Instructional Integration, Academic Performance, MAPEH Education, Technology in Teaching