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Prof. Dr. Paola Magnano
Kore University of Enna
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Prof. Dr. Gabriela Topa
Social and organizational Psychology, Universidad Nacional de Educacion a Distancia
Spain

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Home > Archives > Vol. 10 No. 7 (2025): Published > Research Articles
ESP-3872

Published

2025-07-30

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Vol. 10 No. 7 (2025): Published

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Research Articles

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Copyright (c) 2025 Jason V. Ang*, Yoradyl C. Dizor, Shallene Faye A. Mendoza, Perly L. Cortes

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How to Cite

V. Ang, J., C. Dizor, Y., Faye A. Mendoza, S., & L. Cortes, P. (2025). Trust issues and the pace of skill acquisition in environmental science instruction: Educator perspectives on the integration of artificial intelligence. Environment and Social Psychology, 10(7), ESP-3872. https://doi.org/10.59429/esp.v10i7.3872
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Trust issues and the pace of skill acquisition in environmental science instruction: Educator perspectives on the integration of artificial intelligence

Jason V. Ang

School of Teacher Education, Biliran Province State University, Naval, Biliran, 6560, Philippines

Yoradyl C. Dizor

School of Engineering, Biliran Province State University, Naval, Biliran, 6560, Philippines

Shallene Faye A. Mendoza

School of' Nursing and Health Sciences, Biliran Province State University, Naval, Biliran, 6560, Philippines

Perly L. Cortes

School of Agribusiness and Forest Resource Management, Biliran Province State University, Naval, Biliran, 6560, Philippines


DOI: https://doi.org/10.59429/esp.v10i7.3872


Keywords: pedagogical trust; adaptive learning systems; instructional equity


Abstract

This study examines how artificial intelligence (AI) influences trust and skills-acquisition pace in environmental science instruction, a field increasingly shaped by digital tools yet understudied in terms of ethical and pedagogical impact. Guided by two research questions, it investigates (1) the trust-related concerns instructors face when integrating AI, and (2) the perceived effects of AI on students’ learning pace. Drawing on Human-Centered AI principles and Mindset Theory, the research involved semi-structured interviews with 25 college instructors in Eastern Visayas, Philippines. Thematic analysis revealed key concerns about reliability, algorithmic bias, and the erosion of interpersonal dynamic s, balanced by recognition of AI’s potential for adaptive instruction, real-time feedback, and STEM engagement. Educators emphasized that trust in AI is shaped by transparency, ethical awareness, and the instructor’s openness to innovation. They also warned that unequal digital access and superficial engagement can limit AI’s educational impact. The findings suggest that meaningful integration depends on balancing AI’s technical advantages with pedagogical control, equity, and critical reflection. This study affirms that AI is most effective when positioned not as a replacement, but as a supportive and transparent tool in the instructional process.


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