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<p>This study investigates how tertiary faculty members at a private university in the Philippines utilize ChatGPT to develop educational materials, focusing on their lived experiences and strategic adaptation. Employing a qualitative descriptive research design, data were collected from experienced faculty members through open-ended narrative responses. Thematic analysis was applied to identify recurring patterns in material generation, adaptation mechanics, and ethical considerations. Results indicate that educators leverage ChatGPT to produce a wide array of resources, including quizzes, lesson slides, rubrics, and LaTeX-formatted math problems, effectively reducing preparation time from hours to minutes. However, integration is not passive; participants utilized rigorous adaptation mechanics involving systematic fact-checking against established academic sources to mitigate AI hallucinations and conditioning the model with course-specific content. The findings highlight that while ChatGPT enhances creative ideation and professional efficiency, maintaining a distinct personal “teaching voice” and ensuring ethical transparency are central to their practice. Participants viewed AI as a structural scaffold requiring expert human mediation rather than a standalone replacement. Based on these qualitative insights, the study introduces the TEACH framework (Target, Expand, Assess, Customize, Highlight) as a structured, actionable guide for responsible AI-assisted instructional development. This framework underscores a human-AI-human collaborative cycle, which ensures that AI integration remains contextually relevant, ethically grounded, and aligned with teachers’ pedagogical judgment within the landscape of Philippine higher education.</p>

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Qualitative analysis of college teachers’ practices using ChatGPT to develop educational materials and the introduction of the TEACH framework for effective AI integration

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月5日

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  • Louie Giray,
  • Ruth Aquino,
  • Mark Bonnin Jara

摘要

This study investigates how tertiary faculty members at a private university in the Philippines utilize ChatGPT to develop educational materials, focusing on their lived experiences and strategic adaptation. Employing a qualitative descriptive research design, data were collected from experienced faculty members through open-ended narrative responses. Thematic analysis was applied to identify recurring patterns in material generation, adaptation mechanics, and ethical considerations. Results indicate that educators leverage ChatGPT to produce a wide array of resources, including quizzes, lesson slides, rubrics, and LaTeX-formatted math problems, effectively reducing preparation time from hours to minutes. However, integration is not passive; participants utilized rigorous adaptation mechanics involving systematic fact-checking against established academic sources to mitigate AI hallucinations and conditioning the model with course-specific content. The findings highlight that while ChatGPT enhances creative ideation and professional efficiency, maintaining a distinct personal “teaching voice” and ensuring ethical transparency are central to their practice. Participants viewed AI as a structural scaffold requiring expert human mediation rather than a standalone replacement. Based on these qualitative insights, the study introduces the TEACH framework (Target, Expand, Assess, Customize, Highlight) as a structured, actionable guide for responsible AI-assisted instructional development. This framework underscores a human-AI-human collaborative cycle, which ensures that AI integration remains contextually relevant, ethically grounded, and aligned with teachers’ pedagogical judgment within the landscape of Philippine higher education.