Perceptions and Challenges: A Qualitative Inquiry of Elementary Teachers' Experiences with AI-Powered Tools in DepEd Dingras District I

Abstract

This qualitative case study explores how elementary teachers in the DepEd Dingras District I adopt AI-powered tools, examining their experiences, challenges, and perceptions. The study seeks to answer the following questions: (1) How do teachers discover, learn, and integrate AI tools into daily instruction? (2) What technical, pedagogical, and systemic barriers do they face? (3) How do teachers perceive AI’s role in improving teaching efficiency and student engagement compared to traditional methods? Using purposive and snowball sampling, 10 teachers with AI experience were selected to answer semi-structured questionnaires using Google Forms until thematic saturation was achieved. The findings systematically address each research objective: First, regarding AI integration (Question 1), teachers reported peer-driven discovery processes and gradual adoption through user-friendly tools (Purba, 2025), while developing hybrid implementation strategies that combine AI-assisted preparation (e.g., automated quiz generation) with traditional delivery methods (Arvin et al., 2023). Second, analysis of barriers (Question 2) revealed technological intimidation (Castro et al., 2025), infrastructure limitations, and privacy concerns compounded by insufficient institutional support (Castro et al., 2025). Third, on AI's perceived impact (Question 3), participants acknowledged significant efficiency gains through task automation (Song et al., 2025) and enhanced engagement via gamification, yet maintained cautious optimism by employing mitigation strategies against over-reliance (Song, 2025). This research holds critical implications for educational technology and AI-powered tools integration, particularly in resource-constrained settings. By documenting teacher experiences in a public school system, it addresses gaps in the literature on AI-powered tools adoption in Global South classrooms and offers actionable insights for balancing innovation with equity. The study concludes that successful AI-powered tools integration requires a multi-level approach—phased teacher training, infrastructure upgrades, and policy frameworks for ethical implementation. Recommendations include competency-based professional development, equitable resource allocation, and pilot testing in Dingras District I to refine scalable solutions. This research contributes to understanding AI-powered tools adoption in Philippine public elementary schools, bridging theory and practice while preserving pedagogical integrity.