The Role of Artificial Narrow Intelligence (ANI) in Early Childhood Education Students’ Learning Experiences in a Mainstream Classroom

Abstract

This phenomenological study explored the experiences of Early Childhood Education (ECE) students in higher education across Eastern Visayas regarding their engagement with Artificial Narrow Intelligence (ANI) in mainstream classroom settings. Focusing on perceptions, ethical and cultural challenges, and strategies for integrating AI with independent reasoning. The study was anchored in Cognitive Load Theory and framed within SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure). Twelve purposively selected participants engaged in Zoom focus group discussions, and data were analyzed using Colaizzi’s descriptive phenomenological method. Findings revealed that students perceived ANI as a valuable tool for idea generation, knowledge acquisition, and decision-making, while challenges included overreliance, ethical concerns, and limited access. Coping strategies such as peer consultation, tech timeouts, and critical evaluation supported balanced use. The study concluded that guided ANI integration can enhance learning in inclusive mainstream classrooms, supporting comprehension and creativity, while unguided use may compromise critical thinking. Institutions should promote ethical, culturally aware, and structured AI use as a complementary learning support.