Authors : Rashid B. Bandao

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/mr3ctku3

DOI : https://doi.org/10.38124/ijisrt/25jul299

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Abstract : Artificial Intelligence (AI) has increasingly become an integral component of education, offering innovative opportunities to enhance teaching and learning. This study explored the lived experiences of English teachers at Cotabato State University in managing AI-driven student work, focusing on the challenges they face and the strategies they employ to ensure fairness and quality in assessment. Anchored in the Technological Pedagogical Content Knowledge (TPACK) framework, the study investigated how English teachers integrate technological knowledge-specifically AI tools-with pedagogical strategies and content expertise to effectively manage AI-influenced student outputs. Using a qualitative phenomenological design, in-depth interviews were conducted with ten English instructors, and data were analyzed thematically to capture the complex relationship of technology, pedagogy, and content in their instructional practices. Findings revealed that while teachers cautiously incorporate AI as a supplementary resource to enrich learning, they encounter difficulties in detecting AI-generated content, which often appears overly polished or generic. Challenges include students’ overreliance on AI, limited access to reliable detection technologies, and the absence of clear institutional policies. Teachers respond by setting explicit guidelines that require personalization of AI-assisted work, emphasizing critical thinking and independent writing skills, and advocating for professional development and institutional support to enhance their competencies across all TPACK domains. The study underscored the necessity for educational institutions to adopt a balanced approach to AI integration, guided by the TPACK framework, which highlights the essential synergy between technological knowledge, pedagogical methods, and content mastery. It calls for investment not only in AI detection tools but also in comprehensive capacity-building initiatives that empower educators to navigate ethical challenges and maintain academic integrity. Ultimately, this holistic approach ensures that AI serves as a meaningful educational tool that supports authentic learning experiences while preserving the integrity of English language instruction.

Keywords : Artificial Intelligence, Academic Integrity, Teacher Experiences Student Assessments.

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