Exploring Teaching Strategies among Filipino Pre-Service Teachers in Inclusive Classroom Settings in Eastern Visayas

Abstract

The integration of Artificial Intelligence (AI) in education is increasingly shaping teaching strategies in inclusive classrooms, yet research on how Filipino pre-service teachers use AI in these settings remains limited, particularly in regions with varying technological access such as Eastern Visayas. This study employed a qualitative case study with ten pre-service teachers, anchored in the Digital Literacy Framework, to determine ethical, cultural, and pedagogical implications of AI use in inclusive teaching. Findings revealed that AI functions as a collaborative teaching ally, helping teachers overcome creative blocks, provide instant feedback, engage students interactively, and streamline lesson preparation. AI also supports student-centered teaching for diverse learners, enhances creativity, and improves instructional efficiency. Challenges included internet connectivity, cultural sensitivity of AI-generated content, and overreliance on technology. Opportunities highlighted AI’s role in personalized learning, creative lesson planning, and enhancing instructional strategies. The study contributes to SDG 4 and SDG 9, and recommends AI-supported training and tailored tools for pre-service teachers in inclusive classrooms.