Authors : Jundy C. Guma; Haromie E. Virtudazo; Dennis D. Calipara

Volume/Issue : Volume 11 - 2026, Issue 1 - January

Google Scholar : https://tinyurl.com/2c2tze4n

Scribd : https://tinyurl.com/2x36vybb

DOI : https://doi.org/10.38124/ijisrt/26jan611

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Artificial intelligence (AI) has increasingly influenced educational practices, prompting the need for systematic professional development to support teachers in its effective integration. This narrative literature review examines existing studies on artificial intelligence professional development, focusing on the perceived benefits and barriers encountered by secondary teachers. Through a synthesis of international and local literature, the review highlights how AI professional development enhances instructional efficiency, supports personalized learning, and improves assessment practices. However, significant barriers such as limited technological infrastructure, insufficient training opportunities, ethical concerns, and teacher resistance remain prevalent. By situating the discussion within contexts comparable to Socorro National High School, this review identifies critical gaps in localized professional development initiatives and emphasizes the importance of sustained, context- responsive training programs. The findings provide insights for school administrators and policymakers seeking to strengthen AI integration through teacher capacity-building.

Keywords : Artificial Intelligence, Professional Development, Secondary Teachers, Benefits and Barriers, AI In Education, Philippines.

References :

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2. Eusebio, E. J. G., et al. (2025). AI in the classroom: A systematic review of barriers to educator acceptance. International Journal of Learning, Teaching and Educational Research, 24(9). https://www.ijlter.org/index.php/ijlter/article/download/14081/pdf
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