Authors : Rogell Kim M. Ticar

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/52up4dmt

Scribd : https://tinyurl.com/4btrzdxa

DOI : https://doi.org/10.38124/ijisrt/26mar1447

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This descriptive phenomenological study investigated the experiences of 10 public secondary English teachers in the Davao region who integrated artificial intelligence (AI) tools into the classroom. Using a semi‑structured interview and Colaizzi's analytical technique, the study revealed four main themes: Augmented Efficiency, Ethical Agency, Pedagogical Mediation, and Future Readiness. Participants using AI tools paved the way to improved workflow efficiency, helped in personalized learning, and enriched assessments. However, participants also raised concerns about academic integrity, the accuracy of AI outputs, and digital student inequities, while maintaining authentic teacher-student interactions. The participants emphasized a critical approach to AI-generated content. Further, an educational innovation, the A.C.T. Method (Analyze-Change-Transform), was developed based on the themes revealed by the study. The study concludes that AI is becoming a catalyst for educational innovation through responsible integration, which may be further improved by establishing institutional policies and providing continuous professional development to English teachers.

Keywords : Artificial Intelligence, English, Education, English Teachers, Educational Innovation, Adaptive strategies, Philippines.

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