Between Innovation and Tradition: A Narrative Inquiry of Students’ and Teachers’ Experiences with ChatGPT in Philippine Higher Education
Alma S. Espartinez
Abstract
This study investigates the integration of ChatGPT in Philippine higher education institutions (HEIs) through narrative inquiry, employing Clandinin and Connelly’s three-dimensional framework (temporality, sociality, place) to explore the lived experiences of 18 participants (10 students, 8 faculty). The research identifies three global themes: (1) the need for strong ethical guidelines amid widespread but tacit “silent acceptance” of AI use, (2) faculty efforts to adapt traditional pedagogy while addressing concerns about critical thinking erosion, and (3) strategies to optimize ChatGPT’s utility without exacerbating inequities. Participant narratives reveal divergent adoption patterns: urban stakeholders leverage ChatGPT for efficiency and learning augmentation, while rural counterparts face infrastructural barriers that deepen the urban–rural divide. Students report evolving ethical engagement, from initial dependency to reflective use, whereas faculty grapple with academic integrity and assessment redesign. The findings underscore how cultural resistance, institutional policy gaps, and technological disparities shape ChatGPT’s uneven adoption, reinforcing existing educational inequalities. This study contributes to the literature on AI in education by proposing context-sensitive strategies for equitable integration, including offline AI tools for rural areas, faculty training programs, and transparent policy frameworks. By centering stakeholder narratives, the research advocates for culturally grounded AI adoption that balances innovation with pedagogical integrity, offering a model for Global South contexts facing similar challenges.