Evaluating Teachers’ Competency to Incorporate Artificial Intelligence in Developing Educational Materials

Abstract

This study evaluated teachers' competency in incorporating Artificial Intelligence (AI) in developing educational materials at Saint Estanislao Kostka College Incorporated. Anchored on the Technology Acceptance Model (TAM), Shulman's Pedagogical Content Knowledge (PCK), and Continuous Professional Development (CPD), the study examined teachers' professional engagement, instructional support, content choices across disciplines, and students' learning competencies in AI-assisted instructional material development. A descriptive-quantitative research design was employed using purposive sampling among teacher-respondents during the Academic Year 2023–2024. Data were collected through an adapted questionnaire utilizing a five-point Likert scale and analyzed using frequency count, percentage, weighted mean, and Factorial Multivariate Analysis of Variance (MANOVA). The findings revealed that teachers demonstrated a very competent level of AI competency across all assessed dimensions, indicating strong professional engagement, effective instructional support, appropriate content selection across disciplines, and the ability to promote students' learning competencies through AI-assisted educational materials. The analysis further showed no significant differences in competency when grouped according to sex and educational attainment. Overall, the study concludes that teachers possess the competencies necessary to integrate AI responsibly, ethically, and effectively in instructional material development. It recommends strengthening continuous professional development, implementing systematic review processes for AI-generated instructional materials, enhancing institutional support, and expanding future studies through larger populations and additional variables. The study aligns primarily with Sustainable Development Goal (SDG) 4 – Quality Education by supporting teacher competency and instructional quality, while also contributing to SDG 9 – Industry, Innovation and Infrastructure, SDG 10 – Reduced Inequalities, and SDG 17 – Partnerships for the Goals through responsible AI integration and collaborative educational innovation. By strengthening teachers' AI competencies, the study contributes to educational, institutional, technological, and community sustainability through the responsible and ethical use of AI in teaching and learning.