Future-Proofing Foundational Reading Instruction: Unveiling Teachers’ Experiences and Perspectives on AI Integration
Year: 2026
Type: article
Abstract: The integration of Artificial Intelligence (AI) into education is reshaping pedagogical practices and compelling teachers to adapt instruction to emerging technological demands. This study, Future-Proofing Foundational Reading Instruction: Unveiling Teachers’ Experiences and Perspectives on AI Integration, explored how AI supports early literacy and influences teachers’ perceptions, experiences, and classroom practices. Using a grounded theory design, nine purposively selected School Reading Coordinators and Key Stage 1 teachers from public elementary schools in Sorsogon City participated in structured focus group discussions. Data were thematically analyzed and triangulated to ensure credibility and trustworthiness. Findings revealed a shift in teachers’ orientations toward AI, from initial apprehension to informed appreciation of its pedagogical value. Teachers recognized AI’s potential to enhance personalization, learner engagement, contextualized material development, differentiated instruction, and assessment efficiency. Despite these benefits, participants emphasized the need for rigorous verification to ensure accuracy, curricular alignment, and developmental appropriateness of AI-generated content, affirming that AI augments rather than replaces teacher expertise. Challenges included inadequate infrastructure, limited institutional support, insufficient localized training, unclear policy directions, and concerns about data privacy and ethics. The study concludes that AI can undoubtedly strengthen foundational reading instruction when situated within robust professional, pedagogical, and ethical frameworks. To guide responsible integration, the C.A.R.E. Professional Development Framework, Contextualized Adoption, Adaptive Pedagogical Design, Reflective Practice and Growth, and Ethical and Relational Engagement, was proposed. Future-proofing early literacy requires sustained capacity-building, supportive systems, and equitable digital access to empower teachers and cultivate adaptive, proficient readers.
Authors: Catherine Esguerra, Danilo Despi
Institution: Department of Education
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7128909196