Engineering & Technology Review

INTEGRATION OF ARTIFICIAL INTELLIGENCE (AI) ON THE SCHOOL MANAGEMENT IN THE IMPLEMENTATION OF ICT-BASED MARKETING APPROACH

The rapid advancement of Artificial Intelligence (AI) is transforming how educational institutions manage operations, deliver instruction, and enhance learning outcomes. This quantitative descriptive-correlational study examined the relationship between the integration of AI in school management and the enhancement of ICT-based marketing implementation at the Polytechnic University of the Philippines (PUP) for the academic year 2025–2026. The respondents were selected business students from PUP. Pearson correlation analysis was employed to determine the relationship between AI integration and the implementation of ICT-based strategies. Findings revealed that AI is significantly integrated into school management, particularly in administrative processes, automation of routine tasks, AI-driven decision-making, and personalized learning experiences. AI tools are widely used for grading, attendance tracking, performance monitoring, scheduling, and instructional development. Results further indicated that AI enhances time efficiency, work quality, work quantity, and resource optimization, contributing to improved instructional delivery and management performance. Moreover, a strong and meaningful relationship was established between AI integration and the enhancement of ICT-based marketing approaches, highlighting AI’s vital role in improving educational management and teaching efficiency. Despite its positive contributions, challenges such as inconsistent adoption, infrastructural limitations, and varying levels of digital literacy were identified. Overall, the study emphasizes the transformative potential of AI in optimizing school management and instructional practices while underscoring the importance of continuous professional development and institutional support to ensure its successful and sustainable implementation. Keywords: Artificial Intelligence, School Management, ICT-Based Marketing, Educational Innovation, Decision-Making

ARTIFICIAL INTELLIGENCE STIMULER TALK APPLICATION AND READING COMPREHENSION SKILLS OF FRESHMEN STUDENTS AT EAST-WEST MINDANAO COLLEGES, INC: AN EXPERIMENTAL ANALYSIS

Reading comprehension remains a pivotal skill for academic success, yet many freshmen encounter difficulties in understanding and interpreting texts effectively. Recent advances in artificial intelligence (AI) have introduced innovative tools designed to enhance literacy skills, providing opportunities for personalized learning and interactive feedback. This study employed a quantitative, quasi-experimental design to examine the effect of the AI Stimuler Talk application on the reading comprehension abilities of freshmen students at East-West Mindanao Colleges Inc during the academic year 2025–2026. The primary objective was to determine whether integrating AI-supported instruction could improve students’ comprehension, interpretive, and analytical skills compared to traditional learning approaches. Findings revealed that the AI Stimuler Talk application was highly effective in terms of content quality, usability, technical functionality, acceptability, and instructional support. The tool facilitated meaningful learner engagement, providing interactive exercises that promoted comprehension, reflection, and text interpretation. Moreover, students demonstrated notable improvement in reading comprehension after the instructional period, progressing from foundational difficulties to a higher level of accuracy and understanding. The analysis confirmed that the gains were statistically significant, indicating a measurable positive impact of the AI intervention on students’ literacy performance. The study concluded that AI-supported tools, such as the AI Stimuler Talk application, effectively enhance reading comprehension when combined with structured instruction. The application not only served as a reliable learning aid but also strengthened students’ confidence, engagement, and foundational literacy skills. Recommendations included the formal integration of AI-assisted reading programs, continued teacher-guided implementation, ethical and equitable policy development, and further investigation into long-term outcomes and varied learner responses. Keywords: Artificial Intelligence, Reading Comprehension, Freshmen Students, AI-Assisted Learning