Teachers’ Trust in Artificial Intelligence and AI Dependency in Teaching and Learning Processes: Literacy and Responsible Use Plan

JOHN STEPHEN S COLONIA; MELECH C MATAKSI; ANNIE C CUBIO

Teachers’ Trust in Artificial Intelligence and AI Dependency in Teaching and Learning Processes: Literacy and Responsible Use Plan

Author(s)	Mr. JOHN STEPHEN S COLONIA, Ms. MELECH C MATAKSI, Ms. ANNIE C CUBIO
Country	Philippines
Abstract	This study aims to determine the relationship between teachers’ trust in artificial intelligence (AI) and AI dependency in teaching and learning processes in selected public elementary schools in Loon North District, Schools Division of Bohol, during School Year 2026–2027. Specifically, it examines teachers’ levels of trust in AI in terms of perceived reliability and accuracy, usefulness, confidence in AI-generated outputs, transparency, and perceived risks and concerns. It also assesses AI dependency in lesson planning, instructional material development, assessment preparation, instructional decision-making, professional tasks, and the exercise of independent professional judgment. The study will employ a descriptive-correlational research design involving 60 public elementary school teachers from Loon North Central Elementary School, Pondol Elementary School, and Lawis Elementary School, with 20 respondents from each school. Data will be gathered using a structured questionnaire and analyzed through appropriate descriptive and inferential statistical tools. Frequency counts, percentages, and weighted means will be used to describe respondents’ profiles and determine the levels of trust and dependency, while correlation analysis will establish whether significant relationships exist between the variables at the 0.05 level of significance. The findings are expected to provide an understanding of how teachers’ perceptions of AI relate to their reliance on AI-assisted educational tasks. The study will also identify trust dimensions that may be associated with AI dependency and inform the development of an AI Literacy and Responsible Use Plan. The proposed plan will focus on strengthening AI literacy, promoting ethical and appropriate AI integration, protecting data privacy, verifying AI-generated information, preserving teachers’ professional judgment, and establishing sustainable training, implementation, and evaluation mechanisms. Ultimately, the study seeks to support informed, responsible, and balanced AI use in elementary education while recognizing teachers’ central role in instructional planning and decision-making.
Keywords	artificial intelligence, teachers’ trust, AI dependency, AI literacy, responsible AI use, elementary education
Field	Sociology > Education
Published In	Volume 7, Issue 6, November-December 2026
Published On	2026-11-04

View / Download PDF File

E-ISSN 3048-7641

doi

CrossRef DOI is assigned to each research paper published in our journal.

AIJFR DOI prefix is
10.63363/aijfr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 6 Cover Page Vol 7 Isu 4 Cover Page Vol 7 Isu 3

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About AIJFR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9898-79-39-59	editor@aijfr.com

Advanced International Journal for Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Teachers’ Trust in Artificial Intelligence and AI Dependency in Teaching and Learning Processes: Literacy and Responsible Use Plan

Share this