Author

Nicomedes M. Dibdib*
Cebu Technological University-Argao Campus, Argao, Cebu, Philippines

Abstract

In the heart of a U.S. public school district, the authentic classroom journeys of Filipino migrant mathematics teachers integrating AI-powered tools unfold revealing triumphs, trials, and transformative insights. This phenomenological study explored the experiences of twelve (12) Filipino migrant mathematics teachers integrating AI-powered tools in a U.S. public school district during the 2024–2025 school year. Through in-depth interviews and thematic analysis using Collaizi’s method, the research aimed to identify the opportunities, challenges, coping strategies, and implications for an effective enhancement plan. Findings revealed that AI tools offered significant benefits, including enhanced teaching efficiency, personalized instruction, increased student engagement, and improved formative assessment. However, teachers encountered substantial challenges: student over-reliance threatening academic integrity, inequitable access to technology, technical and pedagogical hurdles, and the need to balance AI use with foundational skill development. In response, teachers employed adaptive strategies such as selective AI integration, promoting critical thinking, collaborative workarounds for access gaps, and self-directed professional learning. The study concludes that successful AI integration requires a holistic framework that addresses infrastructure, pedagogy, professional development, and school culture. Based on these insights, the Mathematics Teaching Enhancement Plan through Responsible AI Integration (MERAI-PLAN) is proposed. This actionable plan provides a structured roadmap with targeted objectives, strategies, and monitoring mechanisms to support equitable, ethical, and effective AI adoption in mathematics classrooms.

Keywords: Mathematics Teaching, AI in Education, Educational Technology, Phenomenological Study, Enhancement Plan.

*Corresponding author / Email: dibdibnicomedesm@gmail.com
DOI: https://doi.org/10.69651/PIJHSS05021157

Recommended citation:
Dibdib, N. M. (2026). Lived experiences of Filipino migrant teachers in integrating AI-powered tools in mathematics instruction. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 4372-4394. https://doi.org/10.69651/PIJHSS05021157

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