The Evolving Roles of Academic Community in The Age of Artificial Intelligence

This quantitative descriptive study investigated the evolving roles of the academic community in the age of Artificial Intelligence (AI) at selected National High Schools in Tago district. Data were collected from 112 student-respondents and 15 teacher-respondents across Gamut, Purisima, Badong, Clarence Ty Pimentel, and Bangsud National High Schools. Key findings reveal a digital divide impacting AI literacy, needing targeted interventions. Both teachers and students demonstrated strong ethical awareness regarding AI use, though teachers showed a slightly stronger emphasis on transparency and risk education. A shared understanding of responsible AI usage exists, alongside common challenges related to information access, AI knowledge, and unclear school rules. Teachers exhibited strong foundational competencies in facilitating AI-driven learning. Statistically significant differences occurred in the awareness of ethical guidelines and the clarity of school rules between teachers and students, highlighting the need for unified ethical frameworks and transparent guidelines. Teacher competency in curating AI content positively correlated with students' responsible AI practices. Socioeconomic factors and AI usage frequency significantly influenced students' responsible AI practices. While both groups recognized AI's benefits, students expressed slightly stronger concerns regarding potential risks. Overall, the study underscores the need for bridging the digital divide, establishing clear ethical guidelines and school rules, providing comprehensive training and resources, and addressing socioeconomic differences to ensure responsible and effective AI integration in education.