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All Journal Journal of Artificial Intelligence in Education & Learning Innovation (JAIELI)
Villalon, Larence
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics

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The future of teaching: Analyzing the interplay between AI literacy and TPACK among BEED pre-service teachers Aglibot, Karl Alvin; Rito, Chelsea Lorraine; Villalon, Larence; Gampal , Nelvin
Journal of Artificial Intelligence in Education & Learning Innovation Vol. 1 No. 1 (2025): Journal of Artificial Intelligence in Education & Learning Innovation
Publisher : CV Rezki Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/jaieli.v1i1.570

Abstract

Background: As artificial intelligence (AI) continues transforming the educational landscape, pre-service teachers must develop theoretical understanding and practical skills in AI integration. Objectives: This study explored the relationship between AI literacy and TPACK among 139 BEED pre-service teachers. Methods: Using descriptive statistics, Spearman's correlation, and multiple linear regression analysis, the study investigated how components of AI literacy relate to TPACK. Results: Results revealed that the pre-service teachers demonstrated high levels of AI literacy, particularly in ethical awareness and intrinsic motivation. Pre-service teachers expressed strong interest in AI's educational potential and a commitment to its responsible use. While their foundational AI knowledge was high, many reported moderate self-efficacy and lacked confidence in executing AI-related tasks. Gaps were also noted in applying AI concepts to real-world teaching scenarios and designing AI-driven solutions. Furthermore, the results showed high TPACK proficiency, with strength in pedagogical and technological knowledge, though weaknesses were observed in content areas like mathematics and technical troubleshooting. A moderate positive correlation (Spearman's ρ = 0.48, p < 0.05) between AI literacy and TPACK indicates a meaningful association. Regression analysis revealed that AI literacy components explained 25.5% of the variance in TPACK. Cognitive learning emerged as the only significant predictor. Conclusions: The findings underscore the need for teacher education programs to provide hands-on, cognitive-focused AI training. Hence, enhancing pre-service teachers' cognitive and practical skills is essential to thoroughly preparing them for AI-enhanced teaching environments' demands.
Navigating the infodemic through social media: A qualitative case study of Filipino university students’ learning experiences during the COVID-19 polycrisis Talaman, Janel; Necosia, Mc Denver; Villalon, Larence; Tomines, Edrian Mark
Journal of Artificial Intelligence in Education & Learning Innovation Vol. 1 No. 2 (2026): Journal of Artificial Intelligence in Education & Learning Innovation
Publisher : CV Rezki Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/jaieli.v1i2.571

Abstract

Background: The COVID-19 pandemic has triggered a complex crisis in higher education that has not only disrupted formal learning but also given rise to an infodemic through the rapid spread of misinformation on digital platforms, making social media both a source of learning and a source of epistemic risk for students. Objectives: This study aims to explore how Filipino university students navigated learning experiences through social media during the COVID-19 polycrisis, focusing on preferred platforms, perceived educational relevance, and strategies for evaluating information credibility amid an infodemic. Methods: A qualitative case study design was employed. Six Filipino university students enrolled in a Bachelor of Elementary Education program participated in this study through purposive sampling. Data were collected via online semi-structured interviews, group chat discussions, document analysis of shared social media content, and follow-up interviews. Thematic analysis was conducted following Braun and Clarke's framework to identify recurring patterns across data sources. Results: Findings reveal that social media—particularly Facebook—served as a supplementary learning space, enabling students to access real-time information, engage with societal issues, and sustain their learning during the suspension of formal instruction. Students demonstrated active information-seeking behaviors, including cross-checking sources and exercising caution in sharing content. However, persistent exposure to misinformation highlighted their vulnerability within infodemic environments, especially in the absence of structured institutional guidance. Conclusions: Social media can support authentic and socially relevant learning during educational disruption, but its pedagogical value depends on students' critical and digital literacy capacities.
Co-Authors Aglibot, Karl Alvin Gampal , Nelvin Necosia, Mc Denver Rito, Chelsea Lorraine Talaman, Janel Tomines, Edrian Mark