INTEGRATING ARTIFICIAL INTELLIGENCE IN LANGUAGE
TEACHING AND NUMERACY EDUCATION: IMPLICATIONS
FOR EDUCATIONAL ADMINISTRATION AND INSTRUCTIONAL SUPERVISION
IN INDIGENOUS PEOPLES EDUCATION (IPED) SCHOOLS
Ma. Nora D. Lai1, Daisy P. Templanza2
1Western Mindanao State University, Philippines
Zamboanga City, Philippines
Lead Author
2Zamboanga State College of Marine Sciences and Technology
Zamboanga City, Philippines
Co-author
Abstract. This study investigates the issues, emerging trends, and opportunities for the integration of Artificial Intelligence (AI) in language teaching and numeracy education in selected Indigenous Peoples Education (IPEd) schools in the Philippines, with focus on educational administration and instructional supervision. Ethnomathematics, culturally responsive pedagogy and Indigenous Peoples Education principles anchor the study. It addresses the gap between the Department of Education’s Indigenous Peoples Education Curriculum Framework (DepEd Order No. 32, s. 2015) and classroom realities in teaching language and mathematics to Indigenous learners. The study utilized a qualitative phenomenological approach to collect data thru semi-structured interviews, classroom observations, and document analysis of contextualized learning materials from 18 educators at IPEd implementing schools in Western Mindanao. Thematic analysis revealed four main themes: (1) linguistic and conceptual dissonance in language and numeracy instruction, especially when mathematical concepts are taught in Filipino and English, which do not have direct translations in Indigenous languages; (2) lack of availability of culturally contextualized instructional resources, and the need for teachers to create and adapt materials; (3) socio-cultural, geographical, and technological barriers affecting learning continuity and access to educational resources; and (4) emerging opportunities for AI-facilitated language and numeracy instruction thru culturally responsive digital resources, contextualized learning materials, and individualized educational support. Findings suggest that Indigenous learners’ numeracy difficulty is not necessarily a cognitive limitation, but a cultural, linguistic and environmental gap. The study further emphasizes the role of educational administrators and instructional supervisors in setting policies, offering resources, improving teacher competencies, monitoring AI-assisted instruction, and ensuring technology integration is culturally responsive and aligned with Indigenous knowledge systems. The paper calls for an inclusive and culturally grounded approach to integrating AI that acknowledges Indigenous languages, counting systems, measurement techniques, and community-based knowledge as viable foundations for learning. Implications for educational administration, instructional supervision, teacher development, curricular contextualization, AI integration and community partnership are highlighted.
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Source: International Journal of Applied Mathematics
ISSN printed version: 1311-1728
ISSN on-line version: 1314-8060
Year: 2025
Volume: 38
Issue: 3
References
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