THE integration of artificial intelligence (AI) into education marks a crucial shift in how students absorb knowledge. The government has taken proactive steps in this direction, including the unveiling of the National AI road map and the establishment of the National Center for AI Research, with a vision to embrace AI as a means to future-proof the education system.

Despite these forward-looking initiatives, Philippine education still faces systemic challenges that limit AI adoption. The country ranks low in the World Economic Forum’s digital skills readiness rating — underscoring the need to address foundational gaps in digital literacy and infrastructure.

Many schools tend to retain traditional learning models, and without the modernization of teaching frameworks and policies, the full potential of AI cannot be realized.

Bridging this divide is critical not only for effective AI integration but also for fulfilling the core targets of SDG 4 (Sustainable Development Goals 4), particularly those related to the quality and relevance of education in the digital age.

While AI holds significant promise for improving curriculum development, assessment and personalized learning, there is a dearth of empirical research on AI readiness among university students in the Philippines.

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We fill this gap by examining the behavioral, perceptual, and contextual factors that influence students’ acceptance and use of generative AI tools such as ChatGPT and Google Bard.

The central research question asks: What are the variables that influence the acceptance and usage of generative AI learning tools by tertiary students in Metro Manila?

Using structural equation modeling and mediation analysis, we analyzed survey data from university students. Interestingly, the results revealed that perceived usefulness, which is long regarded in the technology acceptance literature as a strong predictor of technology adoption, did not significantly affect students’ behavioral intention to use AI tools.

This suggests that unless AI tools are effectively integrated into students’ learning workflows in ways that feel intuitive and beneficial, students may remain hesitant to adopt them despite acknowledging their potential.

Educators should therefore focus on ensuring that AI tools are easy to use, genuinely enhance learning and align with course outcomes.

AI for social good

Another unexpected finding was that the concept of AI for social good did not significantly influence students’ behavioral intention to use AI. This runs counter to previous studies, but may reflect a disconnection between abstract societal benefits and the students’ immediate academic goals.

However, AI for social good was found to positively impact AI readiness, indicating that it may play a longer-term role in shaping openness to AI integration. Educators might bridge this gap by explicitly linking societal benefits to students’ academic and career aspirations.

The inquiry also found that students’ attitude toward AI significantly predicted their behavioral intention to use it. Educators should therefore cultivate a constructive narrative around AI that showcases success stories, underlines its value for efficiency, personalization and addresses ethical concerns.

Likewise, the perceived relevance of AI to students’ academic and personal lives had a strong positive influence on their intention to use it. When students grasp AI as directly applicable to their education, career paths or daily tasks, they are receptive to using it.

Crucially, the study found that both AI for social good and AI relevance positively influenced students’ readiness to use AI tools. Readiness, in turn, had a strong, direct relationship with behavioral intention. Educators should prioritize the development of digital competencies, provide hands-on experience with AI tools and encourage learner autonomy.

Achieving SDG 4 in the digital age requires more than access to AI tools. It demands student integration, supportive infrastructure and a clear alignment between technology and student needs.

The Philippine higher education system must move beyond foundational infrastructure investments toward creating learning environments that nurture digital skills, curiosity and responsible innovation.

As AI continues to reshape the future of education, student readiness and behavioral engagement must be placed at the heart of educational policy and practice.

Cristina Lim has over 20 years of experience in sales and marketing in the multinational pharmaceutical industry. She’s been a faculty member at De La Salle University’s RVR College of Business since 2007, teaching organizational system theory, business communication and human resource management.

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