AI Literacy and Professional Development Engagement as Predictors of Mathematics Teachers’ Readiness for AI-Enhanced Instruction
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Resumo
This study examined how well AI literacy and professional development (PD) engagement can explain mathematics teachers’ readiness for AI-enhanced instruction. Data were collected through a quantitative correlational design from all mathematics teachers at a private school in Metro Manila using three standardized tools: the AI Literacy Scale, a PD Engagement Survey, and the AI Readiness Questionnaire (RAIS). Results showed that teachers were skilled in using, interpreting, and evaluating AI tools; however, only AI-related training influenced their readiness, largely due to time-related structural constraints. A strong, statistically significant positive correlation was found between AI literacy and AI readiness dimensions using Spearman’s rank correlation. Exploratory multiple regression analysis showed that AI literacy was the greatest contributor to the different domains of teachers’ readiness most of the time (? = 0.59 to 0.66, p < 0.01). PD engagement was shown to have a smaller, but significant impact (? = 0.31 to 0.36, p < 0.05). These findings emphasize the importance of supporting in field-specific professional development to strengthen mathematics teachers’ AI literacy to ready them to use AI in their teaching. The study suggests that embedding AI literacy in teacher education and offering flexible, relevant PD can help teachers adopt AI in mathematics classrooms in a responsible and effective way.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Learning Teaching and Educational Research, v. 25, n. 2, p. 655-675
- Editora
- Tresorix Ltd
- Ano
- 2026 (2026-02-25)
- Palavras-chave
- AI literacy; teacher readiness; mathematics teachers; teacher professional development; private schools; AI tools in teaching
- Temas
- Formação de Professores de Matemática
- DOI
- 10.26803/ijlter.25.2.29
- ISSN
- 1694-2116, 1694-2493
- Licença
- cc-by-nc-nd
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
RUIZ, Catherine Cuago; YAMBAO, Francis Michael. AI Literacy and Professional Development Engagement as Predictors of Mathematics Teachers’ Readiness for AI-Enhanced Instruction. International Journal of Learning Teaching and Educational Research, v. 25, n. 2, p. 655-675, 2026. DOI: https://doi.org/10.26803/ijlter.25.2.29.
APA
Ruiz, C. C., & Yambao, F. M. (2026). AI Literacy and Professional Development Engagement as Predictors of Mathematics Teachers’ Readiness for AI-Enhanced Instruction. International Journal of Learning Teaching and Educational Research, 25(2), 655-675. https://doi.org/10.26803/ijlter.25.2.29
BibTeX
@article{ruiz2026,
author = {Ruiz, Catherine Cuago and Yambao, Francis Michael},
title = {AI Literacy and Professional Development Engagement as Predictors of Mathematics Teachers’ Readiness for AI-Enhanced Instruction},
year = {2026},
journal = {International Journal of Learning Teaching and Educational Research},
volume = {25},
number = {2},
pages = {655-675},
publisher = {Tresorix Ltd},
doi = {10.26803/ijlter.25.2.29}
}RIS
TY - JOUR AU - Ruiz, Catherine Cuago AU - Yambao, Francis Michael TI - AI Literacy and Professional Development Engagement as Predictors of Mathematics Teachers’ Readiness for AI-Enhanced Instruction PY - 2026 JO - International Journal of Learning Teaching and Educational Research VL - 25 IS - 2 SP - 655 EP - 675 DO - 10.26803/ijlter.25.2.29 ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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