Shifts in Digital Immigrant Educators’ Perceived Needs for AI Integration: Evidence from a Professional Development Seminar in Philippine Higher Education
Keywords:
artificial intelligence; digital immigrant educators; assessment; instructional material development; professional development seminar; AI-TPACKAbstract
Digital immigrant educators often encounter barriers when integrating artificial intelligence (AI) into teaching. This study investigated their perceived needs for AI integration in assessment and instructional material development, identified priority areas, examined changes following an eight-hour professional development seminar, and explored evolving practices through qualitative interviews. A sequential explanatory mixed-methods design was employed with 30 digital immigrant faculty members from a Philippine higher education institution. All participants completed pre- and post-intervention questionnaires, and five joined semi-structured interviews. Quantitative analysis revealed statistically significant reductions in perceived needs, with large effect sizes (r = 0.59–0.60) across both domains. Qualitative findings explained these shifts: participants moved from initial apprehension involving privacy concerns and self-doubt toward purposeful technology use characterized by efficiency gains, critical validation of AI outputs, and renewed professional confidence. Senior educators redefined their professional identity, shifting from technological deficit to adaptability. These results extend the applicability of the AI-TPACK framework in developing-country contexts, refine deficit-oriented narratives within Digital Immigrant Theory, and provide evidence that teacher self-efficacy can be strengthened across career stages. For institutions, the findings suggest that professional development for digital immigrant educators should explicitly address perceived needs, integrate structured hands-on practice, emphasize human oversight, and provide opportunities for identity-affirming reflection.
https://doi.org/10.26803/ijlter.25.4.16
References
Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Journal of Medicine, Surgery, and Public Health, 2, 100051. https://doi.org/10.1016/j.glmedi.2024.100051
Almuqayteeb, T. A. (2025). The effectiveness of using GenAI tools for developing digital learning resources: Evidence from educators’ perceptions. International Journal of Learning, Teaching and Educational Research, 24(4), 18–35. https://doi.org/10.26803/ijlter.24.4.2
Amigo, D. D. P., Cagutom, J. B., Gervacio, J. C. B., & Bacasmot, J. B. (2025). Travails of digital immigrant educators in navigating modern technological eduscapes. European Journal of Education Studies, 12(9), 41–58. http://dx.doi.org/10.46827/ejes.v12i9.6192
Baule, S. M. (2025, January 7). We are all digital immigrants now. eSchool News. https://www.eschoolnews.com/digital-learning/2025/01/07/we-are-all-digital-immigrants-now/
Bautista, A., Estrada, C., Jaravata, A. M., Mangaser, L. M., Narag, F., Soquila, R., & Asuncion, R. J. (2024). Preservice teachers' readiness towards integrating AI-based tools in education: A TPACK approach. Educational Process: International Journal, 13(3), 40–68. https://doi.org/10.22521/edupij.2024.133.3
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cacho, R. (2024). Integrating generative AI in university teaching and learning: A model for balanced guidelines. Online Learning, 28(3), 55–81. https://doi.org/10.24059/olj.v28i3.4508
Candilas, K. S. (2025). The permeates of artificial intelligence (AI) in language education: A thematic synthesis. Journal of Interdisciplinary Perspectives, 3(3), 115–123. https://doi.org/10.69569/jip.2025.007
Castillo-Cuesta, L., Ochoa-Cueva, C., & Cabrera-Solano, P. (2025). Pre-service teachers’ perceptions of the use of artificial intelligence in an English as a foreign language learning context. International Journal of Learning, Teaching and Educational Research, 24(10), 39–58. https://doi.org/10.26803/ijlter.24.10.39
Çer, E. (2025). Enhancing lecturer awareness of technology integration within the TPACK framework: A mixed methods study. STEM Education, 5(3), 356–382. https://doi.org/10.3934/steme.2025018
Co, S. J. (2025). Artificial intelligence in Philippine education: A narrative review of applications, perceptions, and challenges. International Research Journal of Science, Technology, Education, and Management, 5(2), 25–38. https://doi.org/10.5281/zenodo.15902950
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Routledge. https://doi.org/10.4324/9780203771587
Cordero, J., Torres-Zambrano, J., & Cordero-Castillo, A. (2025). Integration of generative artificial intelligence in higher education: Best practices. Education Sciences, 15(1), Article 32. https://doi.org/10.3390/educsci15010032
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
De Guzman, M. A. G., Tenedero, P. P. P., Gapas, W. G. A., & Deabanico, A. M. (2024). AI anxiety and readiness of English language teachers and students: A Philippine university case study. Asian Journal of English Language Studies, 12(2), 1–26. https://doi.org/10.59960/12.2.a1
Dinçer, S. (2024). Bridging the gap in technology integration in education: An examination of science teachers' competencies and needs. Journal of Turkish Science Education, 21(3), 543–563. https://doi.org/10.36681/tused.2024.033
Field, A. P. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications Limited.
Floridi, L., Cowls, J., Beltrametti, M., Chatila, R., Chazerand, P., Dignum, V., Luetge, C., Madelin, R., Pagallo, U., Rossi, F., Schafer, B., Valcke, P., & Vayena, E. (2018). AI4People—An ethical framework for a good AI society: Opportunities, risks, principles, and recommendations. Minds and Machines, 28(4), 689–707. https://doi.org/10.1007/s11023-018-9482-5
Estrellado, C. J. P., & Miranda, J. C. (2023). Artificial intelligence in the Philippine educational context: Circumspection and future inquiries. International Journal of Scientific and Research Publications, 13(5), 18–24. http://dx.doi.org/10.29322/IJSRP.13.05.2023.p13704
Heng, C. K., Sathasivam, R. V., Mafarja, N., & Abdul Rahim, S. S. (2026). Exploring the benefits and challenges of AI-driven lesson planning among preservice science teachers. STEM Education, 6(1), 1–20. https://doi.org/10.3934/steme.2026001
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. https://discovery.ucl.ac.uk/id/eprint/10139722/
Hu, X., Xu, W., Wan, Z., Liu, M., & Xu, W. (2025). Bridging self-efficacy and digital competence: A comprehensive scoping review of teachers’ readiness for the digital age. SAGE Open, 15(3), 1–25. https://doi.org/10.1177/21582440251363716
Ibragimov, G., Kolomoets, E., Filippova, A., Khairullina, E., Garnova, N., & Torkunova, J. (2025). An analysis of science teachers’ use of artificial intelligence in education from a Technological Pedagogical Content Knowledge perspective. Online Journal of Communication and Media Technologies, 15(1), Article e202504. https://doi.org/10.30935/ojcmt/16594
Jala, J. V. M. (2025). The influence of artificial intelligence on higher education in the Philippines. https://doi.org/10.13140/RG.2.2.17643.66085
Lacuna, J. R. (2025). Exploring the readiness of pre-service teachers for AI integration in Philippine education. International Journal of Research and Innovation in Social Science (IJRISS), 9(3), 4907–4924. https://doi.org/10.47772/IJRISS.2025.90300392
Langeveldt, D. C., & Pietersen, D. (2024). Decolonising AI: A critical approach to education and social justice. Interdisciplinary Journal of Education Research, 6(s1), 1–9. https://doi.org/10.38140/ijer-2024.vol6.s1.07
Lee, S., & Moore, R. (2024). Harnessing Generative AI (GenAI) for automated feedback in higher education: A systematic review. Online Learning, 28(3), 441–466. https://doi.org/10.24059/olj.v28i3.4593
Liang, J., Stephens, J. M., & Brown, G. T. L. (2025). A systematic review of the early impact of artificial intelligence on higher education curriculum, instruction, and assessment. Frontiers in Education, 10, Article 1522841. https://doi.org/10.3389/feduc.2025.1522841
Long, D. Y., Wang, S., Rashid, S. M., & Lu, X. T. (2025). Artificial intelligence in higher education: A systematic review of its impact on student engagement and the mediating role of teaching methods. Frontiers in Education, 10, Article 1648661. https://doi.org/10.3389/feduc.2025.1648661
Mehdaoui, A. (2024). Unveiling barriers and challenges of AI technology integration in education: Assessing teachers' perceptions, readiness and anticipated resistance. Futurity Education, 4(4), 95–108. https://doi.org/10.57125/FED.2024.12.25.06
Mekheimer, M. A. (2025). Effective technology integration in higher education: A mixed-methods study of professional development. Education and Information Technologies, 30, 25013–25058. https://doi.org/10.1007/s10639-025-13750-y
Mironiuk, A. (2022). Digital immigrants as agents of technological initiation of digital natives. Wychowanie w Rodzinie, 29(4), 191–208. https://doi.org/10.34616/wwr.2022.4.191.208
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mohammadipour, N. (2025). Strategic integration of AI chatbots in physics teacher preparation: A TPACK-SWOT analysis of pedagogical, epistemic, and cybersecurity dimensions. arXiv preprint arXiv:2507.14860. https://doi.org/10.48550/arXiv.2507.14860
Mouta, A., Torrecilla-Sánchez, E., & Pinto-Llorente, A. (2024). Comprehensive professional learning for teacher agency in addressing ethical challenges of AIED: Insights from educational design research. Education and Information Technologies, 30, 3343–3387. https://doi.org/10.1007/s10639-024-12946-y
Nguyen, A., Gul, F., Dang, B., Huynh, L., & Tuunanen, T. (2025). Designing embodied generative artificial intelligence in mixed reality for active learning in higher education. Innovations in Education and Teaching International, 62(5), 1632–1647. https://doi.org/10.1080/14703297.2025.2499177
Ning, Y., Zhang, C., Xu, B., Zhou, Y., & Wijaya, T. T. (2024). Teachers’ AI-TPACK: Exploring the relationship between knowledge elements. Sustainability, 16(3), 978. https://doi.org/10.3390/su16030978
Perante, W. C., Oquino, V. H., Cidro, M. K. T., Perante, W. A., Barquin, G. M., & Gomba, F. E. (2025). Utilization of artificial intelligence tools in engineering education among HEIs in Eastern Visayas, Philippines. International Journal of Learning, Teaching and Educational Research, 24(12), 758–775. https://doi.org/10.26803/ijlter.24.12.32
Prilop, C. N., Mah, D., Jacobsen, L., Hansen, R. R., Weber, K. E., Hoya, F., & Steffens, K. (2025). Generative AI in teacher education: Educators' perceptions of transformative potentials and the triadic nature of AI literacy explored through AI-enhanced methods. Computers and Education: Artificial Intelligence, 9, Article 100471. https://doi.org/10.1016/j.caeai.2025.100471
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
Rahayu, A., Saud, U. S., Widodo, U., & Saud, M. (2025). Transforming TPACK of elementary school teachers: The role of training based on collaboration, practice, and reflection. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 14(1), 59–70. https://doi.org/10.33578/jpfkip-v14i1.p59-70
Rao, G. T., & Suhasini, N. (2025). Integrating artificial intelligence in higher education to enhance teaching and learning. Computer Applications in Engineering Education, 33(1), 1–15. https://doi.org/10.1002/cae.70085
Ruiz, C. C., & Yambao, F. M. (2026). AI literacy and professional development engagement as predictors of mathematics teachers’ readiness for AI-enhanced instruction. International Journal of Learning, Teaching and Educational Research, 25(2), 655–675. https://doi.org/10.26803/ijlter.25.2.29
Šabi?, J., Baranovi?, B., & Rogoši?, S. (2022). Teachers' self-efficacy for using ICT: The role of personal and school-related factors. Informatics in Education, 21(2), 353–373. https://doi.org/10.15388/infedu.2022.11
Saz-Pérez, F., & Pizà-Mir, B. (2024). Necesidades y perspectivas de la integración de la inteligencia artificial generativa en el contexto educativo español [Needs and perspectives of the integration of generative artificial intelligence in the Spanish educational context]. UTE Teaching & Technology (Universitas Tarraconensis), (2), Article e3803. https://doi.org/10.17345/ute.2024.3803
Serra, P., & Oliveira, Â. (2025). AI-Powered prompt engineering for education 4.0: Transforming digital resources into engaging learning experiences. Education Sciences, 15(12), 1640. https://doi.org/10.3390/educsci15121640
Sun, J., Hu, H., Zeng, Y., Han, D., & Jin, Y. (2022). Promoting the AI teaching competency of K-12 computer science teachers: A TPACK-based professional development approach. Education and Information Technologies, 28(2), 1509–1533. https://doi.org/10.1007/s10639-022-11256-5
Tan, X., Cheng, G., & Ling, M. H. (2025). Investigating the mediating role of TPACK on teachers’ AI competency and their teaching performance in higher education. Computers and Education: Artificial Intelligence, 9, 100461. https://doi.org/10.1016/j.caeai.2025.100461
Treve, M. (2024). Integrating artificial intelligence in education: Impacts on student learning and innovation. International Journal of Vocational Education and Training Research, 10(2), 61–69. https://doi.org/10.11648/j.ijvetr.20241002.14
Trust, T., Whalen, J., & Mouza, C. (2023). Editorial: ChatGPT: Challenges, opportunities, and implications for teacher education. Contemporary Issues in Technology and Teacher Education, 23(1), 1–23. https://www.learntechlib.org/p/222408/
Williams, A. (2025). Integrating artificial intelligence into higher education assessment. Intersection: A Journal at the Intersection of Assessment and Learning, 6(1), 128–154. https://doi.org/10.61669/001c.131915
Yan, Z., & Qianjun, T. (2025). Integrating AI-generated content tools in higher education: A comparative analysis of interdisciplinary learning outcomes. Scientific Reports, 15, Article 25802. https://doi.org/10.1038/s41598-025-10941-y
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education—where are the educators? International Journal of Educational Technology in Higher Education, 16(1), Article 39. https://doi.org/10.1186/s41239-019-0171-0
Zhang, K. (2025). Teacher adoption of digital education management systems through combined information systems and social cognitive frameworks during post-COVID era. Scientific Reports, 15(1), Article 16810. https://doi.org/10.1038/s41598-025-01552-8
Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: trends, challenges, and innovations in technology integration. Frontiers in Education, 10, Article 1562391. https://doi.org/10.3389/feduc.2025.1562391
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Evelyn Magtulis Cordero, Riza Charity June Dean Rafols, Helen Joy Loriega Rivera, Sybel Joy Farillon Labis, Almeda Magluyan Nietes
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
