Integrating artificial intelligence in education: readiness of faculty members of Eastern Samar State University-Salcedo Campus

Abstract

This study determined the artificial intelligence or AI integration readiness among faculty members in a provincial, resource-constrained higher education institution in the Philippines-Eastern Samar State University (ESSU)-Salcedo Campus-addressing the limited research on AI integration in rural contexts. Using descriptive-comparative design, data were collected through an adopted survey questionnaire to 69 faculty members, selected through complete enumeration. Data were analyzed using frequency, percentage, mean score, standard deviation, Mann-Whitney U test and Kruskal-Wallis test at a 5% level of significance. Findings reveal that respondents were ready to integrate AI into education. Specifically, the study reveals very positive attitudes towards AI, moderate access to technological resources, average professional development exposure, and perceived competence with notable gaps in advanced skills. AI integration readiness did not significantly differ by sex, age, educational attainment, or academic rank, but varied according to length of teaching experience. Findings suggest that institutions must strengthen technological infrastructure and deliver targeted, experience-sensitive AI training programs to enhance sustainable AI integration in instruction.