Student-Reported Cognitive Effects of Artificial Intelligence (AI) Use in Philippine Classrooms: An Empirical Integrative Review

Abstract

This non-systematic, empirical integrative review presents a synthesis of studies authored by Filipino scholars between 2020 and 2025 on the self-reported cognitive effects of Artificial Intelligence (AI) tools in Philippine classrooms. Key insights derived from the review highlight that AI tools can (a) foster critical thinking skills and boost self-efficacy, (b) adapt to create a personalized learning experience, and (c) enhance academic writing skills, primarily through large language models and adaptive learning systems. However, concerns arise regarding students' (a) over-dependence on AI, (b) altered fundamental cognitive processes, and (c) adverse effects on physical and mental health. These findings illustrate the paradox of AI-enhanced learning, where the advantages of technology in teaching and learning coexist with its limitations, potentially compromising deep and reflective engagement. To address this issue, it is recommended that AI tools be integrated into the curriculum with extreme caution while prioritizing ethics. Precautionary measures should include a critical assessment of AI-generated content, promoting mental health resources concerning AI use, and employing a context-aware implementation that considers local classroom environments. Further research is necessary to thoroughly examine its long-term cognitive and socio-emotional effects. This synthesis can guide educators, policymakers, and stakeholders in making informed, evidence-based decisions that harness the potential of AI while mitigating its risks.

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