FACING THE FUTURE: HOW NON – IT PROFICIENT TEACHERS COPE WITH AI CHATBOTS IN EDUCATION

The rapid integration of artificial intelligence in educational environments introduced a range of AI powered applications, such as ChatGPT, that promise to enhance teaching and learning experiences. However, this technological shift poses major challenges for educators who are not proficient in information technology. This study investigated the coping strategies of non-tech-savvy teachers as they navigate the complexities introduced by AI chatbots in teaching. This study employed multi-case study design. The participants consisted of five teachers from different schools in Ilocos Sur who belonged to the so-called “techno migrants” group. Data gathered through interviews underwent thematic analysis using the cool and warm technique to discover themes and patterns on their coping strategies and their AI readiness attitudes. Distinct challenges faced by each group were also determined. The findings suggest that while some teachers are well-equipped to embrace AI chatbots, others are wary and unsure which hinders their adoption and use of these tools. Addressing these challenges requires targeted support and strategies tailored to each category. This study concludes that teachers who devote time to learning new technologies and use them are more likely to adopt new technology and find ways to integrate them in their teaching. Whereas teachers who are wary and uncertain of new technology and find little time to learn about them are less likely to adopt new technology. These findings contribute valuable insights into how teachers deal with new AI technologies and how to motivate and empower teachers to use new technologies.