Pre-Service and In-Service Teachers’ Perspectives on Artificial Intelligence in Education: Insights from Physical Education and Classroom Practice in the Southern Philippines

Abstract

Artificial intelligence (AI) is increasingly shaping educational practice, yet teachers’ attitudes remain divided, combining optimism about its benefits with apprehension about risks. Limited research has compared preservice and in-service teachers’ perspectives, particularly in the context of physical education (PE), where AI applications such as sports analytics, performance monitoring, and adaptive training are emerging. This study aimed to compare the attitudes of preservice and in-service teachers toward AI in education and to examine differences when they are grouped according to gender and socioeconomic status. A descriptive-comparative quantitative design was employed with 400 participants, comprising 200 preservice PE students preparing to become future teachers and 200 in-service teachers in public schools in the southern Philippines. Data were collected via a standardized survey measuring positive and negative attitudes toward AI, and the results were analyzed via weighted means, independent samples t tests, and one-way ANOVA. The overall mean of 3,11 indicated a neutral attitude toward AI. The respondents expressed positive views of AI’s potential to create economic opportunities, support well-being, and offer beneficial applications but also concerns about errors, ethical misuse, surveillance, and control. No significant gender differences were found, although moderate to large effect sizes suggested subtle variations. Socioeconomic status did not influence preservice teachers’ responses, but in-service teachers from higher-income groups reported stronger negative attitudes. A significant difference was observed between groups: preservice PE students demonstrated more positive attitudes, whereas in-service teachers expressed greater reservations. These findings highlight the need to embed AI literacy in PE curricula, strengthen professional development for in-service teachers, and promote equitable access to AI resources to ensure the balanced and responsible adoption of AI in education.