Abstract:

As Artificial Intelligence (AI) tools in education continue to shape traditional teaching and learning, this study investigates how AI tools can be integrated into Augustinian pedagogy, adhering to its core principles of search for truth, interiority, community, dialogue, and humanistic dimension. The study employed a qualitative descriptive approach using thematic analysis. Data were collected through structured online interviews with students and a Google Forms survey administered to the faculty members, the staff, and the director of CRS of USA-Iloilo.

The findings indicate that AI tools offer a range of benefits for both teachers and students, including cognitive support and guided learning. The results indicate that AI tools complement the core values of Augustinian pedagogy by supporting one’s personal search for truth, interiority, dialogue, and the communal and humanistic dimensions of learning. However, when used irresponsibly and unethically, AI tools may undermine these core values. The study proposes a Context-Conversation-Conversion (CCC) framework for an AI-enhanced Augustinian teaching and learning design that preserves the core principles of Augustinian pedagogy in the light of the demands of contemporary education.

Final Defense:

Board of Examiners:

1. Fr. Czar Emmanuel Alvarez, O.S.A., S.T.D. (Adviser)
2. Rhodora Nicdao, Ph.D. (Second Reader/Principal Examiner)
3. Fr. Emmanuel Marfori, S.Th.D.
4. Gabriel Ma. Lopez, Ph.D., En.P.
5. Fr. Rodel Magin, O.S.A., S.T.D.

Proposal Defense:

Board of Examiners:
1. Fr. Czar Emmanuel Alvarez, O.S.A., S.T.D. (Adviser)
2. Fr. Emmanuel Marfori, S.Th.D.
3. Rhodora Nicdao, Ph.D.

Proposal Defense Title: ARTIFICIAL INTELLIGENCE (AI) TOOLS AND PEDAGOGY: A Proposed Framework for Augustinian Tertiary Education in the Twenty-First Century