Local Voices, Global Technologies: AI Integration Barriers in K–12 Classrooms
DOI:
https://doi.org/10.64612/ijiv.v1i5.45Keywords:
education, artificial intelligence, K-12Abstract
This study examined the barriers that K–12 schools face when implementing artificial intelligence (AI) in their lessons. Thirty-five educators from public and private schools were selected through snowball sampling to participate in discussions and written tasks designed to prompt them to think critically about how AI can be applied in education. The study of themes revealed five main types of barriers. Aside from not having enough psychological support, educators also have issues with their feelings and sense of who they are. People are both scared and excited about using AI, and there is a need for more information on how to utilize AI in a manner that is moral, culturally acceptable, and beneficial for growth. There are also not enough training opportunities that work with flexible schedules. Educators need to know how to use AI. Still, they also need to be mentally prepared, aware of its ethical implications, and open to other cultures, as evidenced by the numbers. This research emphasizes the importance of implementing a fair digital transformation that aligns with the country's educational regulations, respects local values, and prioritizes child safety.
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Copyright (c) 2025 Rujonel F. Cariaga, Marwane El Halaissi, Craig N. Refugio, Mary Ann S. Dagunan, Verna B. Cariaga, Chester L. Cofino, Julian John N. Limutan, Gabrele D. Cubero, Rhio S. Pospos, Erlinda G. Gerodias, Milagros Aurea A. Sabidalas
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