Mediating Role of Artificial Intelligence Usage between Secondary Mathematics Teachers’ Knowledge of Human-Centric AI Pedagogy and Lesson Planning Skills

Artificial Intelligence (AI) usage among mathematics teachers has become an increasingly important part of their professional practice, including the planning, implementation, and assessment of instruction. As AI becomes more widely used, it continues to pose the challenge of maintaining ethical standards in its use and safeguarding human-led instructional planning. This study examined the mediating role of AI Usage in the relationship between Human-Centric AI Pedagogy (HCAP) Knowledge and Lesson Planning Skills among the 107 Junior High School mathematics teachers in Congressional District II of Valenzuela City. A descriptive-correlational research design with a mediation approach was utilized. Data were collected using validated instruments measuring HCAP Knowledge, AI Usage based on the four ILAW core elements, and Lesson Planning Skills, and were analyzed using descriptive statistics and mediation analysis with bootstrapping. The findings showed moderate levels of HCAP Knowledge and AI Usage, while Lesson Planning Skills were at a high level. Human-AI Collaborative Knowledge obtained the relatively lowest result among the HCAP domains, while Ways Forward obtained the lowest results in both AI Usage and Lesson Planning Skills. AI Usage significantly mediated the association between HCAP Knowledge and Lesson Planning Skills, indicating partial mediation. The findings highlight the need to strengthen teachers’ capacity to use AI as a collaborative and reflective support for instructional decision-making, leading to the development of a Targeted Mentoring Plan for Mathematics Master Teachers.