Utilization of Artificial Intelligence Tools in Engineering Education among HEIs in Eastern Visayas, Philippines
Keywords:
Artificial Intelligence; Engineering Education; Technology Acceptance Model; Innovation Diffusion Theory; Higher Education InstitutionsAbstract
This study investigates the ways in which engineering faculty members and students in Eastern Visayas, Philippines, adopt and use artificial intelligence (AI) tools, assistants, and generative applications within teaching and learning. Using a quantitative descriptive–correlational design with purposive sampling, we surveyed 44 faculty members and 391 students across EVSU, SSU, ESSU, and BiPSU (formerly NIT/NSU) and analyzed responses using descriptive statistics, correlation tests, and group comparisons. Findings show broadly similar overall adoption rates between faculty members and students (no significant difference), but highlight role-specific patterns: faculty members more often use AI for grading automation, classroom management, and content verification, while students use AI more for computer-aided design, simulation, and creative outputs. Results revealed generally similar adoption rates between faculty members and students, with ChatGPT being the most widely used generative AI tool (Faculty: 94.1%; Students: 91.6%) and academic writing support being the most common purpose (Faculty: 67.6%; Students: 79.8%). Shared concerns include data privacy/security, ethical use, and usability/complexity. The study contributes: (1) a regional evidence base for AI adoption in engineering education; (2) an integrated TAM–IDT framework operationalized for HEI decision-making; and (3) role-specific implications for training, governance, and curriculum. We recommend institution-wide governance on responsible AI use, targeted capacity-building for faculty and students, and AI-literacy embedded in engineering curricula.
https://doi.org/10.26803/ijlter.24.12.32
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Copyright (c) 2025 Wenceslao C Perante, Vinyl H. Oquino, Mark Kevin T. Cidro, Wilferd A. Perante, Glenda M. Barquin, Felisa E. Gomba
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