Exploring the Instructional Practices of Select Private Higher Educa- tion Institutions in the Use of Artificial Intelligence: Towards AI Policy Recommendation

The rapid advancement of artificial intelligence (AI) has brought significant changes across various sectors, including education. While AI offers transformative opportunities, its integration into educational settings poses complex challenges, making it a double-edged sword. This study aimed to develop an AI policy recommendation by examining the instructional practices of teachers using AI in four private higher education institu-
tions (HEIs) in Zamboanga City. Specifically, it explored the impact of AI on curriculum design, teaching methods, and assessment strategies. Using a Qualitative Descriptive Research Design, the study gathered data through focus group discussions with 24 teachers across disciplines and academic ranks. Thematic analysis, as proposed by Braun & Clarke (2019) was employed to analyze the collected narratives. Findings revealed that teachers viewed AI tools as collaborative partners that support tasks such as course material development, creating interactive learning environments, and generating assessments. AI was seen to enhance productivity, foster creativity, and promote a growth mindset among teachers and students. Moreover, educators acknowledged AI’s potential in preparing learners for the demands of the future. However, concerns were raised regarding ethical and technological issues. These included the risk of overreliance on AI, academic dishonesty such as plagiarism, and unequal access to technological resources, including unreliable internet and limited institutional support. Teachers emphasized the need for clear policies and guidelines to safeguard academic integrity and ensure effective AI integration. As a result, the study proposed a policy recommendation addressing the ethical, pedagogical, and technological implications of AI in higher education.