Teachers' Lived Experiences of Using Artificial Intelligence as Support in Modular Distance Learning

Abstract

The rapid advancement of artificial intelligence (AI) in education globally signifies a substantial transformation in pedagogical paradigms, offering personalized learning and resource optimization while presenting critical ethical challenges, such as data privacy and algorithmic bias. This study examined teachers’ experiences utilizing AI to support modular distance learning. Utilizing a qualitative phenomenological research design, this study involved 11 graduate student teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify significant patterns and common meanings. The findings revealed four major themes: increased work efficiency and productivity; instructional support and enhancement; challenges and ethical concerns; and professional growth and pedagogical adjustment. Teachers reported that AI tools—particularly generative platforms such as ChatGPT and design-based applications such as Canva—streamlined lesson planning, activity creation, module preparation, and feedback generation. AI was perceived as a practical co-support tool that improved clarity, personalization, and overall instructional quality. However, participants also identified challenges, including unstable Internet connectivity, potential inaccuracies in AI-generated content, risks of overreliance, and concerns related to academic integrity. These challenges prompted greater critical awareness and responsible use among teachers. Importantly, AI integration fosters professional growth by enhancing digital competence, reflective practice, and adaptive teaching strategies. The study concludes that AI in modular distance learning functions simultaneously as a productivity enhancer, instructional support mechanism, ethical challenge, and catalyst for professional growth. Effective integration requires institutional support, structured AI literacy training, and ethical implementation frameworks to ensure the responsible and equitable use of AI in educational contexts.

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