Trust issues and the pace of skill acquisition in environmental science instruction: Educator perspectives on the integration of artificial intelligence

This study examines how artificial intelligence (AI) influences trust and skills-acquisition pace in environmental science instruction, a field increasingly shaped by digital tools yet understudied in terms of ethical and pedagogical impact. Guided by two research questions, it investigates (1) the trust-related concerns instructors face when integrating AI, and (2) the perceived effects of AI on students’ learning pace. Drawing on Human-Centered AI principles and Mindset Theory, the research involved semi-structured interviews with 25 college instructors in Eastern Visayas, Philippines. Thematic analysis revealed key concerns about reliability, algorithmic bias, and the erosion of interpersonal dynamic s, balanced by recognition of AI’s potential for adaptive instruction, real-time feedback, and STEM engagement. Educators emphasized that trust in AI is shaped by transparency, ethical awareness, and the instructor’s openness to innovation. They also warned that unequal digital access and superficial engagement can limit AI’s educational impact. The findings suggest that meaningful integration depends on balancing AI’s technical advantages with pedagogical control, equity, and critical reflection. This study affirms that AI is most effective when positioned not as a replacement, but as a supportive and transparent tool in the instructional process.