Artificial Intelligence Literacy Among Teachers: An ABCE Framework Approach to Educational Management and Institutional Development

Cherryl Pardillo; Mario Cabido; Lorgena Ibanada; Renilyn Quisera; Dennis Capuyan; Bernabe Lumantas; Marvin Aventuna

doi:10.36948/ijfmr.2026.v08i03.77949

Artificial Intelligence Literacy Among Teachers: An ABCE Framework Approach to Educational Management and Institutional Development

Author(s)	Cherryl Pardillo, Mario Cabido, Lorgena Ibanada, Renilyn Quisera, Dennis Capuyan, Bernabe Lumantas, Marvin Aventuna
Country	Philippines
Abstract	Artificial intelligence is increasingly shaping teaching, assessment, classroom management, and school administration, making AI literacy an essential competence for elementary teachers. However, many schools still lack clear evidence on teachers’ readiness, actual AI practices, conceptual understanding, and ethical awareness. This study assessed the artificial intelligence literacy of elementary faculty at San Fernando Central Elementary School using the Affective, Behavioural, Cognitive, and Ethical (ABCE) Framework as a basis for educational management and institutional development. Employing a descriptive-correlational design, the study involved 30 elementary faculty members selected through purposive sampling. Data were gathered using an adapted AI Literacy Questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, and analysis of variance, along with related inferential procedures. Findings showed that teachers demonstrated favourable AI literacy across all ABCE dimensions. The affective dimension obtained the highest aggregate mean, indicating positive attitudes and readiness toward AI integration. The behavioural dimension reflected teachers’ use of AI tools for lesson planning, task efficiency, collaboration, and instructional support. The cognitive dimension demonstrated adequate understanding of AI concepts, though further training is needed to evaluate and apply AI tools. The ethical dimension revealed awareness of accountability, fairness, privacy, and the responsible use of AI. Significant differences appeared across profile variables, including age, teaching experience, grade-level assignment, educational attainment, and access to AI-related technologies. The study proposes a structured educational management plan emphasizing AI training, ethical guidelines, equitable resources, peer collaboration, and institutional development.
Keywords	Artificial Intelligence Literacy; ABCE Framework; Elementary Teachers; Educational Management; Institutional Development
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-11
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.77949

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Artificial Intelligence Literacy Among Teachers: An ABCE Framework Approach to Educational Management and Institutional Development

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