World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp.282-290
JOY E. CORTES, LPT, T-III
Simawa National High School
Abstract
The integration of Artificial Intelligence (AI) into education has significantly transformed teaching and learning, necessitating that teachers possess both digital competence and resilience to adapt to technological advancements. This study explores the digital resilience of teachers in Uson North District secondary schools and their adaptation to AI technologies in enhancing the learning environment. Using a descriptive-quantitative research design, data were collected through structured questionnaires from 65 secondary school teachers. The study examines the teachers' digital resilience, their use of AI for instructional delivery, classroom management, assessment, and professional development, and the challenges they face in AI adoption. The results indicate that teachers exhibit high digital resilience, with proactive efforts to improve digital skills and openness to AI integration. However, challenges such as data privacy concerns, lack of technical support, and the need for further AI-related professional development remain. A significant positive relationship between digital resilience and AI adaptation was found, suggesting that fostering digital resilience enhances teachers’ ability to effectively integrate AI tools. The study recommends regular training on AI integration, improved ICT infrastructure, and the development of policies to address data privacy and ethical AI use, along with promoting professional learning communities for continuous growth.
Keywords: Digital resilience, AI adaptation, teaching, technology integration, professional development, education.
https://doi.org/10.65494/pinagpalapublishing.85
