Embracing Technological Shift: Teachers' Experiences and Perceptions in Utilizing Artificial Intelligence as a Teaching Tool

Aim:In light of the growing integration of Artificial Intelligence (AI) into education, this study explored how secondary school teachers experience and perceive AI as a teaching tool.The research aimed to uncover how AI shapes teaching practices, student learning, and professional development amid technological shifts in Philippine public education.Methodology: Employing a qualitative design, the study used Husserl's transcendental phenomenology to examine the lived experiences of 13 secondary school teachers from three districts in Glan, Sarangani Province.Participants were selected through purposive sampling, and data were collected via semi-structured interviews and thematically analyzed using Braun and Clarke's approach.Results: The findings revealed five core themes: (1) AI enhances teaching efficiency and convenience; (2) AI supports lesson planning and instructional design; (3) AI fosters student engagement and performance; (4) Teachers face challenges related to accessibility, ethical use, and overreliance; and (5) There is a strong need for AI-focused training and policy support.Participants acknowledged the benefits of AI in improving instruction, saving time, and increasing student confidence, yet emphasized the importance of moderation, ethical use, and teacher judgment.Conclusion: Teachers view AI as a transformative yet complementary tool that should enhance-not replace-the human element in education.Responsible integration of AI requires institutional support, continuous training, and ethical safeguards.Ultimately, teachers' discernment, empathy, and adaptability remain central to meaningful learning in the age of AI.