The AI-Philosophy Nexus on Educators’ Beliefs and AI Practices in Basic and Higher Education
DOI:
https://doi.org/10.64612/ijiv.v2i4.119Keywords:
Artificial intelligence in education, Educational philosophy, Traditionalism, Progressivism, Education policyAbstract
This study examined the relationship between educators' pedagogical philosophies and their integration of artificial intelligence (AI) tools, comparing basic (K–12) and higher education sectors in the Philippines. Using a mixed-methods, comparative-correlational design, data were collected from 44 educators from the basic education and college of education sectors at a comprehensive institution. The Ross Educational Philosophical Inventory (REPI) and a researcher-developed AI Integration Scale, both demonstrating strong validity and reliability, were employed alongside key informant interviews. Results showed that educators in both sectors exhibited high traditionalist and high progressive orientations. No significant differences were found between the two groups in their philosophical orientations. Both groups reported moderate use of AI for automational purposes, while basic education educators demonstrated moderate transformational use compared with lower transformational use among college educators. Correlational analyses revealed no significant relationships between philosophical orientation and patterns of AI integration. Qualitative findings indicated that AI use was driven more by practical needs, such as workload management, than by philosophical alignment. Progressive educators also expressed concerns about AI’s potential impact on critical thinking and student agency. These findings challenge assumptions that pedagogical philosophy predicts AI integration patterns and underscore the need for philosophy-sensitive professional development, context-responsive policies, and institutional support for responsible AI adoption.
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Copyright (c) 2026 Darwin D. Apolinario, Mark Anthony P. Caldito
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