Beyond traditional methods: how Elementary teachers in DepEd Dingras District I navigate AI-powered tools – a qualitative inquiry

This qualitative case study examines how elementary teachers in DepEd Dingras District I adopt AI-powered tools, exploring their experiences, challenges, and perceptions. The research addresses three key questions: (1) how teachers discover, learn, and integrate AI into daily instruction; (2) technical, pedagogical, and systemic barriers they face; and (3) their views on AI’s role in improving teaching efficiency and student engagement compared to traditional methods. Using purposive and snowball sampling, 10–15 teachers with AI experience were selected for in-depth interviews until thematic saturation was achieved. Findings reveal that AI enhances efficiency through task automation and personalized instruction, yet barriers such as technological intimidation, infrastructure gaps, and privacy concerns hinder adoption. Teachers employ hybrid strategies, blending AI with traditional methods, while emphasizing the need for structured training and peer collaboration. The study concludes that successful AI 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 adoption in Philippine public elementary schools, balancing innovation with pedagogical integrity.