IJCET Published Article Details

Abstract This study examined the readiness of teachers at STI College Muñoz-EDSA to integrate Artificial Intelligence (AI) into classroom instruction. The research focused on instructors’ perceptions, challenges, training needs, and institutional support requirements for AI adoption. A qualitative descriptive design was employed, as it enabled the researchers to capture teachers’ experiences and perspectives without imposing predetermined categories. Data were gathered from 15 faculty members representing three academic departments through structured open-ended questionnaires. Responses were analyzed thematically, following Braun and Clarke’s (2006) six-phase framework. Findings revealed that while teachers expressed optimism regarding AI’s potential to enhance teaching efficiency and learner engagement, they also raised concerns about overdependence, ethical dilemmas, data privacy, and accuracy of AI-generated content. Limited access to formal training, lack of institutional policies, and restricted availability of AI tools emerged as major barriers to integration. Teachers emphasized the need for structured professional development, including hands-on workshops, prompt engineering skills, and ethical guidelines. The study concludes that teacher readiness for AI integration is shaped not only by individual attitudes and digital literacy but also by institutional support, infrastructure, and policy frameworks. It recommends phased AI adoption, investments in capacity-building, and the formulation of ethical standards to ensure sustainable and responsible use of AI in higher education. Keywords: Artificial Intelligence, Teacher Readiness, Educational Technology, Ethical Use of AI, AI Integration, Professional Development, Qualitative Study, Higher Education, Instructional Innovation, Faculty Perceptions