Teachers' Engagement in AI-Generated Virtual Labs and Students 'Learning Habits in Information and Communication Technology

The study aimed to determine which domains of teachers' engagement in AI-generated virtual labs significantly influence students' learning interest in ICT (Information and Communication Technology) in the San Roque District, Davao City. A quantitative descriptive-correlational technique was employed, and the study's respondents were the grade 10 students in San Roque, District 2, Davao City, with 184 respondents out of 350 using the Roasoft calculator were selected in this study through a stratified random sampling. The findings revealed that Teachers' engagement in AI-generated virtual Labs, particularly in terms of Personal Role Models in Online Learning, Virtual Instructors, and Lecture Generation, was oftentimes extensive and oftentimes manifested. In contrast, Students’ learning habits in terms of self-efficacy, active learning activities, and learning value are moderately extensive. Likewise, a significant relationship existed between the teachers’ engagement in ai-generated virtual labs and students’ learning habits. Domains of management that influence teachers' engagement in AI-generated virtual Labs, such as Personal Role Models in Online Learning, Virtual Instructors, and Generating Lectures with Virtual Instructors, significantly impact learners' study habits. The study was also anchored in Constructivist Theory, as proposed by Piaget (1968), which suggests that humans construct knowledge through interaction with their experiences and ideas.