Teachers assigned to Information and Communication Technology (ICT) outside their academic specialization face demands that artificial intelligence (AI) may help address while introducing concerns about accuracy, dependence, and responsibility. This descriptive phenomenological study examined accounts of AI integration in selected public senior high schools in Pangasinan I. Twelve interview records were available, but eligibility was not established for every record. Population-specific interpretation relied on relevant ICT-teaching accounts; an explicit non-ICT-teaching case was excluded from supporting those findings. Analysis followed the first six stages of Colaizzi’s method; participant validation was undocumented. Six themes concerned the specialization gap, AI as an instructional and learning partner, perceived efficiency and confidence, verification and responsible use, authentic learning and teacher agency, and sustainable institutional support. Teachers described using AI to understand unfamiliar concepts and prepare instructional and assessment materials. Benefits depended on checking and contextualization, while one account revealed personal overdependence. The experience centered on seeking assistance while retaining professional responsibility. A proposed Enhanced Teacher Support Framework integrated content bridging, AI literacy, pedagogy, verification and ethics, mentoring, institutional support, and continuous improvement. The framework remained unvalidated and unpiloted. Findings offer contextual support directions rather than evidence of improved teaching effectiveness or learner achievement.
Keywords: artificial intelligence, ICT instruction, non-ICT-major teachers, descriptive phenomenology, teacher support
DOI https://zenodo.org/records/24073841
