IJELI Published Article Details

Abstract This study examined faculty perspectives on the use of Artificial Intelligence (AI) tools in teaching literature in higher education institutions in Quezon City, Philippines. A qualitative research design grounded in descriptive phenomenology was employed to explore the lived experiences of literature faculty who have integrated AI into their instructional practices. Twelve faculty members were selected through purposive sampling based on defined inclusion criteria. Data were collected through semi-structured interviews and analyzed using Giorgi’s phenomenological method. Findings revealed that AI tools were primarily perceived as pedagogical support mechanisms that enhanced instructional preparation, facilitated the generation of discussion prompts, and assisted in clarifying complex literary texts. However, ethical tensions related to academic integrity, authorship, overreliance, and algorithmic bias were consistently expressed. Faculty members reported adapting assessment strategies and strengthening dialogic classroom practices to preserve interpretive rigor. Professional identity negotiation emerged as a central theme, as educators balanced technological innovation with the preservation of human-centered interpretive authority.The essence of faculty perspectives suggests that AI integration in literature education is a reflective and negotiated process. AI was not positioned as a replacement for literary interpretation but as a supplementary tool requiring critical mediation. The study underscores the need for institutional guidelines, structured professional development, and curriculum refinement to ensure responsible AI integration in humanities education.