International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 3
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Navigating the AI-TPACK Frontier: Challenges of Mathematics Teachers in Integrating Artificial Intelligence into Classroom Instruction

Author(s) Dr. Anna Tan Sasi, Dr. Joyce Dimagnaong Esrael, Dr. Ramlah Ampatuan Duge
Country Philippines
Abstract This qualitative study explored challenges mathematics teachers encounter in integrating Artificial Intelligence within the TPACK framework (AI-TPACK) in the Division of Cotabato, Philippines. Using descriptive-qualitative design, in-depth interviews and focus group discussions were conducted with purposively selected DepEd mathematics teachers who use AI in teaching. Data were analyzed via thematic analysis, yielding two Global Themes: (1) Technological Capacity and Resource Constraints in AI-Integration, encompassing limited access to AI tools, lack of AI literacy, and insufficient professional development; and (2) Pedagogical and Instructional Challenges in AI-TPACK Integration, encompassing difficulty aligning AI with mathematics pedagogy and concerns about AI undermining students' mathematical reasoning. These findings reveal simultaneous infrastructure, competency, and pedagogical barriers requiring systemic institutional responses. The study contributes the concept of 'double deprivation' -- wherein teachers lacking physical AI access simultaneously lack the pedagogical experience needed to develop AI-TPACK competencies -- and provides the qualitative foundation for evidence-based intervention and policy development.
Keywords AI integration challenges, mathematics teaching, qualitative research, thematic analysis, AI-TPACK, professional development, Philippines
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-03
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.75506
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