Use of Artificial Intelligence (AI) In Teaching Technology and Livelihood Education (TLE) and Learners’ Engagement

This quantitative study examined the use of Artificial Intelligence (AI) in Technology and Livelihood Education (TLE) instruction and its correlation with learners’ engagement in public secondary schools across the 4th Congressional District of Iloilo, Philippines during the school year 2025-2026. The study involved 120 TLE teachers selected from the mother schools situated in various municipalities and the lone city within the district. Data were collected using a validated and pilot-tested researcher-made questionnaire grounded in relevant academic literature. Independent variables included grade level taught, educational attainment, length of service, and position, while dependent variables focused on the extent of use of AI and learners’ engagement. Descriptive and inferential statistics including frequency count, percentage, mean, ranking, Mann-Whitney U test, Kruskal-Wallis H test, and Spearman’s rho correlation were applied at a 0.05 level of significance. Results revealed that AI was integrated to a very great extent across all demographic groups, indicating consistent use of computer-aided instruction by all TLE teachers. Learner engagement was rated to a very high extent, with variations observed across grade levels, suggesting active classroom participation supported by AI tools. Furthermore, a statistically significant but weak positive correlation was found between AI usage and learner engagement, indicating that increased AI integration modestly enhances student participation.