Integration of Artificial Intelligence Tools in Inquiry-Based Physics Instruction for Grade 10 in Public Secondary Schools of Quezon Province

This study examined the integration of artificial intelligence (AI) tools in inquiry-based Physics instruction among Grade 10 teachers in public secondary schools under the Schools Division Office of Quezon Province, Philippines. Employing a convergent parallel mixed-methods design, the research gathered quantitative data from 252 teachers through surveys and qualitative insights from eight co-participants through in-depth interviews. The quantitative results indicated that AI tools were moderately used and perceived as useful, with simulations and visualization applications being the most common. Usage was particularly evident in teaching Light, the Electromagnetic Spectrum, and Electricity and Magnetism. However, the integration of AI tools was largely confined to demonstration and initial engagement phases, with limited application in assessment and evaluation. Statistical analysis revealed a significant negative correlation between frequency of AI tool usage and reported effectiveness, suggesting a gap between technological access and pedagogical alignment. The qualitative findings highlighted challenges such as insufficient training, unreliable infrastructure, resource limitations, and concerns over content reliability and ethical implications. Despite these constraints, teachers expressed a strong intent to continue adopting AI tools, motivated by their observed potential to increase student engagement. The study proposes the AI-SCI program, designed to enhance teacher competence, strengthen infrastructure, and ensure ethical integration, thereby supporting more effective AI adoption in Philippine science education.