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Digital Immigrants: Public Senior High School Teachers Transitioning to Education 4.0

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  • Maribel Tusi-Leocario

    (Senior High School Department, Teacher III, Dasmarinas Integrated High School, Philippines)

Abstract

The existence of artificial intelligence has ushered in the 4th Industrial Revolution impacting the educative process specifically teaching and learning in schools. Despite the challenges associated with AI utilization, Education 4.0 acknowledges its contribution in teaching and learning process for the many opportunities it creates that build “innovative potential†among students (Joshi, 2022, para 1). One of the challenges in AI integration in classroom teaching is teacher perspectives regarding its utilization in classrooms. To be specific, because of generational and technological gap, digital immigrant teachers are naturally reluctant in using AI in teaching. This study aims to discover senior high school teachers’ perspective on AI tools utilization in classroom teaching and learning which involves their perspective on the implication of AI tools in teaching, the challenges, and their role in this integration. By means of in-depth interviews with three (3) teachers who have utilized AI, it was revealed that they found the technology useful and convenient both in teaching and in learning. They acknowledged also that AI utilization has some constraints because these tools should only be used as guide and not as a primary source of information. However, despite the constraints and challenges, they are amenable and willing to adopt AI in classroom teaching. The study implies a collaborative effort to have a school Education 4.0 ready.

Suggested Citation

  • Maribel Tusi-Leocario, 2025. "Digital Immigrants: Public Senior High School Teachers Transitioning to Education 4.0," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(5), pages 303-318, May.
    • Handle: RePEc:bjc:journl:v:12:y:2025:i:5:p:303-318
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