AI in Inclusive Classrooms: Assessing Teachers’ Use and Perceived Effectiveness in Quezon Province’s Public Schools

Abstract

This study assessed the use and perceived effectiveness of artificial intelligence (AI) tools in inclusive classrooms among public school teachers in the 4th District of Quezon Province during the Academic Year 2025–2026. Specifically, it examined the extent of AI tools usage in terms of the types of AI tools utilized, frequency of use, and instructional purposes. It also determined the extent to which AI tools are integrated into inclusive classroom instruction through teaching strategies and methods, activities or subject areas, and learner groups that benefit from their use. Furthermore, the study evaluated the perceived effectiveness of AI tools in enhancing accessibility and participation, improving learning outcomes, and facilitating differentiated instruction for learners with diverse educational needs. The study employed a descriptive-evaluative research design involving 100 public school teachers handling inclusive classrooms in the 4th District of Quezon Province. A researcher-made questionnaire, Use and Perceived Effectiveness of AI Tools in Inclusive Classrooms, served as the primary instrument for data collection. The gathered data were analyzed using frequency count, percentage, weighted mean, rank, and the Wilcoxon Mann–Whitney U-test. The findings indicated that AI tools are widely used by teachers in inclusive classrooms, particularly for lesson preparation and delivery, classroom assessment, and providing instructional support to learners with diverse needs. Teachers also perceived AI tools to be effective in increasing classroom accessibility and participation, enhancing students' learning outcomes, and supporting differentiated instruction. Despite these positive perceptions, respondents also identified challenges related to limited training opportunities, inadequate technological resources, and barriers to the effective implementation of AI in classroom instruction. The findings suggest that AI tools have significant potential to strengthen inclusive education by providing more accessible, personalized, and responsive learning experiences. Based on the results, the study recommends strengthening the integration of AI tools into classroom instruction, expanding professional development opportunities for teachers, and improving access to technological resources. It also proposes the development of a professional development module on the effective use of AI tools in inclusive classrooms to promote their sustainable and meaningful integration into the basic education curriculum.