Teaching Science in the Age of Artificial Intelligence: A Narrative Study of Science Teachers in Upland Schools and Indigenous Communities in Davao Occidental
Florencio Jay G. Escalante
*
Institute of Teacher Education and Information Technology, Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
Mayjury P. Garcia
Institute of Teacher Education and Information Technology, Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Artificial Intelligence is transforming education by personalizing learning and improving assessment and teaching efficiency. It also enhances student engagement, particularly in science education, through adaptive tools, simulations, and instructional support.
This study explored the experiences of secondary science teachers in integrating Artificial Intelligence (AI) into science teaching within upland schools and indigenous communities in Davao Occidental. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and Culturally Responsive Pedagogy, the study examined how teachers perceive, adapt, and utilize AI technologies in upland areas and culturally diverse educational settings. A qualitative narrative inquiry design was employed to explore the lived experiences and contextual realities of five purposively selected secondary science teachers from upland public schools in Davao Occidental. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis.
Findings revealed three major themes: (1) AI as an Emerging Pedagogical Support Tool, where teachers viewed AI as a valuable instructional companion that enhances lesson preparation, assessment creation, contextualized activities, and classroom engagement; (2) Navigating Contextual Realities in AI-Integrated Science Teaching, which highlighted teachers’ efforts to contextualize and localize AI-generated content according to learners’ cultural backgrounds, community realities, and available local resources; and (3) Challenges in the Integration of AI in Science Education, which emphasized concerns regarding unstable internet connectivity, technological limitations, the reliability of AI-generated content, and students’ overreliance on AI tools.
The study concludes that AI possesses significant potential in supporting science education in upland and indigenous communities when integrated thoughtfully and contextually. However, meaningful AI integration requires not only technological access but also teacher mediation, cultural responsiveness, ethical guidance, and critical evaluation of AI-generated content. The findings contribute to the growing discourse on AI in education by providing human-centered and contextualized insights from marginalized and upland educational settings.
Keywords: Artificial intelligence, science education, upland schools, science teachers