Access to and integration of Artificial Intelligence (AI) tools play a crucial role in enhancing teaching and learning, particularly in skill-based subjects like Technology and Livelihood Education (TLE). However, many schools—especially in rural areas—face persistent challenges such as limited access to technology, insufficient training, and weak institutional support. Despite the push for digital transformation in education, there is a lack of localized research examining how AI tools are accessed, utilized, and integrated in TLE, and how these factors relate to students’ academic performance. This study investigated AI access, utilization, perceived benefits, instructional practices, institutional support, and challenges among Junior High School learners, teachers, and administrators in the Buguey North District during the School Year 2025–2026. Using a descriptive–correlational design, data were collected from 83 learners, 10 teachers, and 6 administrators through a validated instrument and analyzed using descriptive and inferential statistics. Findings revealed that AI tools were generally viewed as beneficial for improving understanding, instructional delivery, and efficiency. Teachers demonstrated high levels of integration, while learners showed moderate use. Although administrative support existed, it was not fully institutionalized. Challenges included limited device access, unstable internet, lack of training, and ethical concerns. Results further showed that teachers’ AI-related instructional practices significantly influenced learners’ GPA, while perceived benefits and challenges did not. The study concludes that effective integration—not mere availability—of AI tools is essential, emphasizing the need for structured and well-supported implementation in TLE.
MARINA O. OLORAZA (Thu,) studied this question.