AI Revolution: An Exploration of ICT Students’ Learning Experiences During

the Era of Artificial Intelligence

A Research Study Presented to the Senior High School Faculty

Sigaboy Agricultural Vocational High School
Division of Davao Oriental

KIMVERLY JOY ESCABARTE

MARRIAH JUFNI HAUTEA

STEVEN BASALO

RICHELLE SALARDA

PET RENIEL SALLOMAN

DANICA BUSCADO

DIANE AGUJAR

SHAINA MAE NOES CAÑON

 Chapter I

INTRODUCTION

Background of the Study

Artificial intelligence (AI) refers to computer systems capable of performing

complex tasks that historically only a human could do, such as reasoning, making

decisions, or solving problems.Today, the term “AI” describes a wide range of

technologies that power many of the services and goods we use every day – from

apps that recommend tv shows to chatbots that provide customer support in real

time(Coursera, 2024).In short, AI as a technological tool applied to education may

contribute innovative methods and ways with the use of ICT that improve the

teaching and learning process from the perspective of the student and the

teacher(Martínez, 2023). However, there is a growing concern that dependence on

AI may have a negative impact on the academic performance of ICT students.

This is because excessive reliance on AI may lead to a lack of critical thinking and

problem-solving skills, which are essential for success in the ICT field(Badayos et

al., 2023).

Globally, in Japan, Artificial Intelligence has commenced and significantly

transforming multiple fields, including education. AI in education is an ingenious

way to approach modern learning, which also provides valuable data and

perceptions on various topics that help the learners. From personalized learning

experiences to adaptive feedback systems, AI offers a myriad of advantages that

enhance student learning and improve academic performance (Shah,2024).Thus,

it enhances efficiency, global accessibility, and the development of innovative

teaching tools,Paired with high-quality learning materials facilitating

instructions(Jimmenez & Booser,2021). In November 2019, UNESCO organized

the Workshop on Teaching and Learning Competencies for Artificial Intelligence

(AI) from an Information Access Perspective to examine the elements necessary

to support teachers and learners’ capacity development for the use of AI (Okada et

al ,2018).In entering the era of Industrial Revolution 4.0, Artificial Intelligence (AI)

becames one of Japan’s choices after experiencing economic stagnation. Without

exception in education, the Japanese government continues to encourage the

usage of AI to help human work because it is considered more practical and

efficient (Auliawan & Ong,2019). In 2016, following the United Nation’s guideline

the Japanese government addressed its commitment to United Nation’s

Sustainable Development Goals (SDCs). There has been a focus on the SDCs in

Japanese education since 2016, and SDCs have been incorporated into various

parts of their curriculum. To respond to such a need in Japan, the authors are

working to incorporate the SDCs in the AI literacy curriculum(Eguchi,2018).

Furthermore,Japan’s government and private sector are making large investments

In artificial intelligence (AI) Technologies as key drivers of future competitiveness.

Additionally, Artificial intelligence (AI) has emerged as the largest focus of the

Japanese government and private sector in seeking to drive technology-based

change and future competitiveness. The government’s 5 th Science and Technology

Basic Plan sets out a goal of Japan leading the transition From “industry 4.0” to

“society 5.0”, where all aspects of society particular in education, are transformed

by new information technologies and systems. Significant technological advances

are being made across a range of fields, including information communications

technology (ICT); artificial intelligence (AI), particularly in terms of machine

learning and robotics; nanotechnology; space technology; biotechnology; and

quantum computing to name but a few. Camino Kavanagh (2022) .These

breakthroughs are expected to be highly disruptive and bring about major

transformative shifts in how societies function. Creating agile governments,

therefore, is a fundamental requirement in almost all countries(Kumorotom, 2019).

Nationally, AI strategies and policies in the Philippines, the government is

still in its formation stage. Previously, the emergence of AI had already made its

way on many fields, including education. In April 2019, Department of Trade and

Industry (DTI) Secretary Ramon Lopez said in an interview that the country seeks

to be known as a “global AI hub”. He further explained that the country has more

than 100,000 graduates from The field of science, technology, engineering, and

mathematics (STEM) annually who can be mentored in the field of AI by mentors

like Dado Banatao, a Filipino technopreneur with a thriving career in the Silicon

Valley (Dumlao-Abadilla, 2019). The Philippine government launched the AI

roadmap on 5 May 2021, which laid down several government strategies for

maximizing AI’s potentials such as through the creation of the National Center for

AI Research or N-CAIR (DTI, 2021). Moreover, AI is helpful in the education sector

especially when paired with a high-quality learning material which will help

materials and instructions (Lee & Koh, 2020). As the Philippine government’s

catapulted the National AI Roadmap and the establishment of the National Centre

for AI Research (N-CAIR), demonstrate the country’s commitment to embracing AI

technology as strategic directions which expected the education to tailor its

curricula. However, AI is not a lone-wide-term it conjuncts array of technologies,

take for example stepping up for the smart campuses, in the Philippines,

universities and colleges are starting to adopt the smart campus concept,
leveraging next-generation digital infrastructure technologies such as cloud access

control, machine learning, artificial intelligence, big data, and Internet of Things

(IoT) to improve operational efficiency and create convenient experiences for

students and faculty. Some universities in the Philippines have already begun

implementing smart campus approaches, such as the Mariano Marcos State

University, which received a grant of PHP24.9 million from the Commission on

Higher Education to boost its information technology infrastructure, and the

University of Northern Philippines, which has started to implement smart

classroom approaches to strengthen the quality and access of learning resources

to its students (PNA, 2021; PIA, 2021). Smart campus technologies offer several

benefits infused with AI, such as enhancing campus safety, improving user

experiences, and personalizing learning and living environments for students.

In Governor Generoso College of Arts , Science, and Technology

(GGCAST), artificial intelligence offers promising benefits in education, such as

personalized learning and efficient grading, potential negatives include concerns

about data privacy, job displacement for educators, and the risk of reinforcing bias

in learning algorithms. AI could potentially result in decreased human interaction

Another major disadvantage of AI in education is the dependence on it involving

the educational process (Anib, 2024).

The landscape of education Is undergoing a seismic shift with the rise of

Artificial Intelligence(AI). Just as explorers maneuver uncharted territories, ICT

students venture into this new learning environment. This research explores into
their experiences, capturing the thrill of discovery alongside the challenges they

face. By understanding their journeys, we can equip them with the tools to thrive in

this AI revolution.

Purpose of the Study

The purpose of this phenomenological study is to investigate, explore, and

describe the experiences and challenges of ICT students on how the AI revolution

influences their learning, seeking to understand their adaptations within the

learning environment during the era of artificial intelligence. Through

comprehensive exploration, this study aims to clarify how students handle and

understand the ideas, difficulties, and possibilities brought by artificial intelligence

during their educational journey.

Research Questions:

1. What are the learning experiences of ICT students in the era of Artificial

Intelligence?

2. How do ICT students cope with the challenges of the AI-driven era?

3. What insights can be gained from the learning experiences of ICT students in

the AI era?
Theoretical Lenses

In this study, we will utilize Constructivism Theory developed by Jean Piaget

and Lev Vygotsky, which affirms that knowledge is best gained through a process

of action, reflection and construction. Piaget(1973) focuses on the interaction of

experiences and ideas in the creation of new knowledge. Vygotsky(1978) explores

the importance of learning alongside peers and how culture affects the

accommodation and assimilation of knowledge(Kimmons & Caskurlu, 2020).This

theory is appropriate for exploring ICT students’ learning experiences during the AI

revolution as it emphasizes the role of active engagement and social interaction in

knowledge construction, allowing us to understand how students navigate and

make sense of AI technologies within their educational contexts.

Additionally, we will also employ the theory of distributed cognition (DC).

Originating from Hutchins (1995), Perkins (1993), and Nardi & O’Day (1999).

According to Kim, Lee, & Cho(2022), DC offers a comprehensive framework for

understanding the intricate dynamics between heterogeneous agents (students,

AI, teachers), digital technologies, and classroom practices.DC emphasizes two

methodological insights crucial for analyzing the AI Revolution’s impact on ICT

students’ learning experiences:

Firstly, the unit of analysis expands from the individual to the wider system.

Cognitive processes are distributed across various agents, involving coordination

between internal and external structures over time. This perspective allows for a

subtle understanding of how AI integration shapes learning processes and

outcomes.
 Secondly, DC analysis considers a range of mechanisms beyond symbol

manipulation and computation. It delves into the interplay between human

cognition, external representations, and the manipulation of objects. This approach

enables a deeper exploration of how students engage with AI technologies within

the learning environment.

By applying the DC framework, this study aims to develop a SAC model

(curriculum, student-AI interaction, environment, and evolution over time) to

explain the multifaceted dimensions of ICT students’ learning experiences during

the era of artificial intelligence.

Significance of the Study

This study will be of great benefit to teachers , as it allows them to better

understand the challenges their students encounter during the AI era. By gaining

insights into ICT students learning experiences with AI, educators can develop

effective teaching strategies adapted to the evolving digital environment, thus

enhancing student ability in AI-related skills.

Furthermore, the results of this research will provide beneficial support to

Bachelor in Information and Communication Technology students, empowering them

to apply effective learning strategies in their AI-related academic task.

Moreover, this study contributes to the prior research , serving as a resource

for future researchers interested in exploring ICT students’ learning experiences

during the AI revolution. Additionally, incoming ICT students can benefit from this

study by gaining insights into effective approaches for succeeding in AI principles,

which will be crucial for their future careers in industries where AI plays a significant

role.

Definition of Terms

Artificial Intelligence (AI)-Artificial Intelligence (AI) refers to the simulation of

human intelligence processes by machines, especially computer systems. These

processes include learning, reasoning, problem-solving, perception, and language

understanding.

Biotechnology – is the used of biology to develop new products, methods and

organisms intended to improve human health and society. Biotechnology, often

referred to as biotech, has existed since the beginning of civilization with the

domestication of plants, animals and the discovery of fermentation.

Curriculum - A curriculum is a set of courses or a plan of study offered by an

educational institution. It outlines the subjects, topics, and learning objectives that

students are expected to cover during a specific period, such as a school year or

academic term.

Information communications technology (ICT) - Information and Communications

Technology (ICT) refers to the technologies used to manage and process

information, particularly in the context of communication and computing. ICT

encompasses a wide range of technologies, including computers, software,

networks, telecommunications, and other digital devices.

Nanotechnology – is the term given to those areas of science and engineering

where phenomena that take place at dimensions in the nanometre scale are utilized

in the design, characterisation, production and application of materials, structures,

devices and system.

Space Technology – used for travelling or conducting activities beyond the

atmosphere of the Earth for space exploration or spacecraft is known as Space

Technology.

Technology – is the application of scientific knowledge for practical purposes or

applications. Technology uses scientific principles and applies them to charge the

environment in which humans live.

Quantum Computing – is a multidisciplinary field comprising aspects of computer

science, physics, and mathematics that utilizes quantum mechanics to solve

complex problems faster than on classical computers. The field of quantum

computing includes hardware research and application development.

Delimitations and Limitations

 This phenomenological study delve into the minds of ICT students utilizing

artificial intelligence ( AI) at Sigaboy Agricultural Vocational High School.

Specifically the challenges they encountered and the coping mechanisms they use in

employing Ai tools.

The study may face limitations in terms of participant availability and

willingness to share experiences related to artificial intelligence. External factors

such as changing technology and educational policies could also impact the study’s

findings. In addition, the researchers’ own biases and perspectives may influence the

interpretation of data collected and the conclusions drawn from the study.