Lived Experiences of Public Secondary Mathematics Teachers Using AI-Supported Instruction in Mindanao: A Phenomenological Study

This study explored the lived experiences of public secondary mathematics teachers in integrating AI-supported instruction in the Philippine educational context. Grounded in a qualitative phenomenological design and guided by Paul Colaizzi’s method of analysis, the study sought to understand the meanings teachers ascribe to AI-supported teaching, the opportunities and tensions they navigate, and the insights that emerge for meaningful and context-responsive integration. Eight purposively selected public secondary mathematics teachers participated in in-depth semi-structured interviews, with data transcribed verbatim and analyzed through significant statements, formulated meanings, clustered themes, and synthesis of the phenomenon. Findings showed that teachers viewed AI as a pedagogical companion rather than a replacement, with professional judgment mediating meaningful AI integration amid opportunities and tensions. Their experiences reflected enhanced student engagement and conceptual understanding, student-centered, technology-responsive instructional practice, and the transformation of instructional practices. Challenges involved resource accessibility and equity concerns, pedagogical adaptation and teacher workload, and ethical use and authentic learning concerns within public school teaching contexts. The essence of the phenomenon suggests that AI’s transformative promise in mathematics education lies in how teachers mediate its possibilities through thoughtful, ethical, and situated practice. Findings may inform professional development, policy conversations, and context-responsive approaches to AI-supported mathematics instruction.