Echo From Techno-Classroom Exploring Teachers: Exploring Teachers` Perspectives On The Threats Of Artificial Intelligence To Academic Honesty In The Digital Age

Abstract

The rapid integration of Artificial Intelligence (AI) in education has significantly reshaped teaching and learning practices, creating both opportunities and challenges for academic integrity in the digital age. This study employed a qualitative research design, specifically narrative inquiry, to explore teachers’ perspectives on the threats of AI to academic honesty. The research was conducted among teachers in the North District of the City Schools Division of Tacurong City during the school year 2025–2026. The study aimed to understand educators’ experiences in addressing AI-related academic dishonesty and to inform the development of responsive academic integrity policies and teacher training initiatives. Findings revealed that teachers encounter substantial challenges in detecting AI-generated student outputs, regulating gadget use in the classroom, and ensuring the authenticity of learners’ academic work. These concerns reflect the growing complexity of maintaining academic honesty in technology-rich learning environments. Despite these challenges, teachers demonstrate a strong sense of professional responsibility by implementing preventive strategies, promoting responsible AI use, and balancing disciplinary measures with empathy and guidance. Rather than relying solely on punitive approaches, educators emphasize the importance of fostering digital ethics, critical thinking, and values formation to sustain academic integrity. Moreover, teachers perceive AI as having a dual influence on student learning. While AI may encourage shortcut behavior, dependency, and reduced independent thinking, it can also function as a supportive learning tool when integrated responsibly. Teachers therefore position themselves as ethical mentors who guide students in the proper use of technology, model integrity, and encourage open dialogue about responsible digital practices. Overall, the findings highlight the evolving role of teachers as facilitators of ethical technology integration and advocates of authentic learning in the AI-driven classroom. Keywords: digital ethics, technological accountability, learning authenticity, instructional