IMCC Journal of Science

Abstract: 

This qualitative case study explores the experiences, challenges, and recommendations of public secondary science teachers at Dalipuga National High School, Iligan City, in integrating artificial intelligence (AI) into the development of instructional materials. Drawing on interviews with Grades VII to XII teachers, the findings reveal that AI tools supported instructional design by simplifying complex scientific concepts, enhancing learner engagement, reducing teacher workload, and addressing gaps in resources. However, teachers encountered notable barriers such as limited technical skills, financial constraints, inadequate training, and concerns over the reliability of AI-generated content. Despite these challenges, participants expressed optimism about AI’s potential to transform science education when properly harnessed. They advocated for strategies including localized content validation, ongoing capacity-building programs, increased accessibility to digital tools, curriculum alignment, and strengthened inter-school collaboration. The study emphasizes the importance of systemic support in facilitating effective AI integration—through infrastructure investment, equitable digital access, and responsive teacher development programs. These insights contribute to the growing discourse on ethical and pedagogically sound AI use in education, underscoring its role in modernizing science instruction to meet the evolving needs of today’s digital-native learners.

Keywords: artificial intelligence, instructional materials, science education, teacher experiences