Examining the Professional Knowledge on Ethical Integration of Artificial Intelligence-Based Tools on Higher Education Instructors' Attitudes Toward Artificial Intelligence in the Context of the Fourth Industrial Revolution

Abstract

This study assessed the relationship between professional knowledge on ethical integration of artificial intelligence-based tools and attitudes toward artificial intelligence among higher education instructors in Davao City. The research design employed in this study is quantitative, non-experimental, correlational research design with adopted instruments from Celik’s Intelligent TPACK Scale, and Ahmadi Fatalaki and Colleagues’ Attitudes towards Artificial Intelligence Scale. The researchers selected 100 higher education instructors through quota sampling technique. The researchers used mean, Pearson-product moment correlation, and Analysis of Variance (ANOVA) to analyze the data. The results showed that professional knowledge on ethical integration of artificial intelligence-based tools and attitude towards artificial intelligence are evident among higher education instructors. Moreover, the researcher found that there is no significant difference in the levels of professional knowledge on ethical integration of artificial intelligence-based tools and attitudes toward artificial intelligence when analyzed by the demographic profile of the respondents. Furthermore, the results showed that there is a significant relationship between professional knowledge on ethical integration of artificial intelligence-based tools and attitudes toward artificial intelligence of the respondents of the study. With these results, further research needs to investigate the particular elements that foster the growth of professional knowledge and positive attitudes on artificial intelligence in the classroom. Studies using longitudinal approach may shed light on how these factors alter as AI technologies advance and spread in educational environments. Qualitative research on the experiences and perspectives of educators may also shed more light on the potential and difficulties associated with integrating AI.