Transitional challenges in integrating AI into the curriculum: The case of higher education in the Philippines as a developing country
Year: 2026
Type: article
Abstract: Despite the rapid integration of artificial intelligence (AI) in higher education worldwide, existing studies are predominantly focused on the opportunities and technological benefits of AI adoption, while paying limited attention to the transitional challenges experienced by higher education institutions in developing-country contexts, such as the Philippines. This gap is problematic because uneven institutional readiness, technological inequality, faculty adaptation struggles, and ethical uncertainties may hinder sustainable and equitable AI integration within higher education systems. Understanding these transitional realities is essential for developing context-sensitive educational policies and institutional strategies that support responsible and inclusive AI-driven transformation. This study employed a qualitative exploratory narrative design involving selected higher education educators and academic personnel from institutions in Luzon, Visayas, and Mindanao in the Philippines. Data were gathered through semi-structured interviews and analyzed using thematic narrative analysis. The findings revealed that institutional unpreparedness, curriculum disruption, technological limitations, faculty adaptation struggles, ethical tensions, and unequal institutional capacity shape AI integration. Educators likewise perceived AI as an inevitable educational shift while expressing concerns regarding declining critical thinking, loss of human connection, and unequal readiness for future AI integration. The study highlights the need for responsive policies, faculty development initiatives, ethical AI governance, and sustainable educational planning for developing-country higher education systems.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7225464013