Teachers' Awareness, Readiness, and Perceived Benefits of Integrating Generative Artificial Intelligence Tools in Social Studies Instruction in Selected Public Schools in Naval, Biliran

This study determined the levels of teachers’ awareness, perceived benefits, and readiness to integrate Generative Artificial Intelligence (GenAI) tools in Social Studies instruction in selected public schools in Naval, Biliran, Philippines, during School Year 2025–2026, and examined the relationships of awareness and perceived benefits with readiness as bases for a proposed action plan. Employing a quantitative descriptive-correlational research design, the study involved 41 Social Studies teachers from four public elementary and secondary schools who were selected through purposive sampling. Data were gathered using an adapted four-point Likert-scale survey questionnaire and were analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson Product-Moment Correlation. Results revealed that the teachers had a very high level of awareness (WM = 3.33, SD = 0.69) and very high perceived benefits (WM = 3.25, SD = 0.58) of GenAI, and a high level of readiness (WM = 2.79, SD = 0.64) to integrate GenAI tools in Social Studies instruction. However, formal training received was very low (WM = 1.45), while institutional technical support was low (WM = 1.90). Strong positive and significant relationships were found between awareness and readiness (r = .704, p < .001) and between perceived benefits and readiness (r = .750, p < .001). The study concluded that the teachers were generally ready to integrate GenAI tools, but their strong personal willingness was not matched by adequate training and institutional support. These findings imply the need for continuous professional development, strengthened institutional technical support, and clear implementation guidelines to promote the effective and responsible integration of GenAI in Social Studies instruction, as outlined in the proposed action plan.