Abstract:
As AI becomes increasingly integrated into education, research has primarily focused on students, with little attention on how teachers navigate the use of AI for teaching. This study explored how educators in Philippine higher education institutions engage with AI to teach English and Communication courses while highlighting the organizational contexts, such as policies, norms, and support structures, that shape these engagements. Guided by the Cultural-Historical Activity Theory, this research used a qualitative descriptive design and conducted semi-structured in-depth interviews with ten educators. Findings indicated that teachers adopt AI both out of necessity and adaptability, using it to enhance instruction and streamline academic routine tasks. Teachers identified benefits such as efficiency and enhanced creativity, but also raised concerns over biased content, tool inaccuracy, and risk of overreliance. Institutional policies seemingly ease uncertainty among educators, while ethical considerations serve as boundaries that maintain responsible AI use. Perceptions and collaboration efforts on the use of AI for teaching are characterized to be divided and fragmented, and the division of labor surrounding AI adoption is still unclear. The study underscores the anchoring role of institutions, guiding responsibility of teachers, and the active agency of students. Meanwhile, the role of AI in education, especially in English and Communication instruction, remains contested.
