Teachers’ Level of Technological Literacy and Artificial Intelligence (AI) Tools Integration: Basis for a Targeted Skill Enhancement Program

Abstract

The rapid advancement of educational technology and Artificial Intelligence (AI) has increased the need for teachers to develop strong technological competencies and effectively integrate AI tools into classroom instruction. This study aimed to determine the level of teachers’ technological literacy and the extent of Artificial Intelligence (AI) tools integration in classroom teaching practices at Conner Central National High School during the School Year 2025–2026, as well as identify the factors affecting AI integration and propose a targeted enhancement program for teachers. The study employed a quantitative descriptive-comparative research design conducted at Conner Central National High School, Ripang, Conner, Apayao. A total of 35 teacher-respondents were selected through total enumeration sampling. Data were gathered using a structured survey questionnaire and analyzed using frequency, percentage, weighted mean, t-test, and Analysis of Variance (ANOVA). Findings revealed that teachers demonstrated a very high level of technological literacy with an overall mean of 4.27, particularly in digital content creation and application of educational technologies. However, the extent of AI integration in teaching practices obtained an overall mean of 2.65, interpreted as small extent. Lesson planning and professional development obtained the highest means (3.19), while assessment and feedback (2.01) and classroom management (2.04) showed limited AI integration. Statistical analysis further revealed no significant difference in technological literacy when grouped according to sex (p = 0.597), age (p = 0.066), years of teaching (p = 0.306), and highest educational attainment (p = 0.343). Teacher training, technological resources, institutional support, and ethical concerns were identified as major factors affecting AI integration. The study concluded that while teachers possess strong technological competencies, continuous pedagogical and technical support is still necessary for effective and sustainable AI integration in teaching practices; thus, the proposed Targeted Technology and AI Skills Enhancement Program (TTAISEP) is recommended to strengthen teachers’ competencies in AI-supported instruction.