The Influence of Privacy, Bias, and Surveillance Concerns on Teachers’ Willingness to Use Artificial Intelligence in Education

This study investigated how privacy, algorithmic bias, and surveillance concerns influenced teachers’ willingness to adopt Artificial Intelligence (AI) in educational settings. While the Department of Education (DepEd) in the Philippines had initiated several AI-related training programs and policy development efforts, ethical considerations remained inconsistently addressed across regions. Using a qualitative triangulation approach, the study analyzed data from document reviews, teacher-authored reflections, and Focus Group Discussions (FGDs) involving 60 teachers. Results revealed that privacy was a primary concern: 14 participants reported they would only use AI tools that guaranteed data protection, while others expressed hesitancy due to fears of data misuse. Concerns about algorithmic bias also emerged prominently, with 18 teachers citing AI’s reinforcement of stereotypes and questioning the fairness of AI-generated assessments. Regarding surveillance, 16 respondents viewed AI monitoring as a violation of classroom trust, citing its negative effects on student behavior and classroom dynamics. Furthermore, teachers expressed a need for clear institutional guidelines (20), ethical support (8), and comprehensive training (10) to bridge the gap between AI innovation and classroom implementation. These concerns often interacted and compounded one another, forming a complex web of ethical challenges that shaped teacher attitudes. The study concluded that successful AI integration in education required more than technical deployment—it demanded transparent policies, ethical safeguards, inclusive stakeholder engagement, and professional development tailored to educators' lived realities. The findings aimed to inform future policy directions and support the ethical and effective implementation of AI technologies in schools.