Integrating Artificial Intelligence in Home Economics Technology Education

Teacher Strategies for Digital Innovation

Authors

DOI:

https://doi.org/10.56741/IISTR.jetia.001969


Keywords:

Artificial Intelligence, Development Education, Digital Innovation, Home Economics Technology, Teaching Strategies

Abstract

This study investigated the integration of Artificial Intelligence (AI) in Home Economics instruction to foster digital innovation, efficiency, and sustainability. It specifically assessed the levels of AI literacy, self-efficacy, and self-management among 78 postgraduate students from one of the state universities in Cebu, Philippines, during the 2025–2026 academic year. Utilizing a descriptive-survey design, data were gathered via adapted Google Forms and analyzed using frequency, weighted mean, and Pearson r. Results indicated that respondents possessed a high level of AI literacy, particularly regarding ethical considerations and basic applications, though detection skills were lower. In contrast, self-efficacy and self-management were rated as moderate. This disparity suggests that while educators understand AI concepts, they lack the requisite confidence and regulatory skills to implement these tools effectively in classroom instruction. Statistical analysis revealed no significant relationship between AI literacy and either self-efficacy or self-management, implying that theoretical knowledge does not automatically translate into instructional confidence or pedagogical usage. The study concludes that technological awareness is insufficient for transformative digital innovation without corresponding psychological and managerial readiness. While literacy is established, the lack of correlation with confidence highlights a critical gap in professional application. Consequently, there is an urgent need for targeted professional development programs that move beyond basic literacy to foster practical competence. This research accentuates that institutional support must prioritize bridging the gap between understanding and the self-regulated execution of AI-driven strategies.

Author Biographies

Janneka Fae Capuno-Marsan, Cebu Technological University - Main Campus

is an Associate Professor I of the College of Education at Cebu Technological University (CTU) – Main Campus. She holds Trainer’s Methodology 1 (TM1) Certificate and National Certificates (NCII) in Bread and Pastry Production, Domestic Work, and Housekeeping. She graduated with a Bachelor's in Technical Teacher Education major in Food and Service Management. She earned her Master of Arts in Vocational Education in 2017. She has also completed the academic requirements for the degree of Doctor in Development Education (Dev.Ed.D.) at the same university.  (email: jannekacapuno21@gmail.com).

Angelito Llena Marsan, Cebu Technological University - Main Campus

is an Assistant Professor I of the College of Education at Cebu Technological University (CTU) – Main Campus. He holds National Certificates (NCII) in Computer System Servicing, Shielded Metal Arc Welding, and Housekeeping. He graduated with a Bachelor of Science in Graphics and Design in 2014. He obtained his Certificate in Professional Education in 2015. He finished his Master’s degree in Technician Education major in Drafting Technology in 2019 and is currently pursuing his doctorate degree in Philosophy in Technology Management at the same university. (email: angelitomarsan@gmail.com).

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Published

2026-02-20

How to Cite

Capuno-Marsan, J. F., & Marsan, A. L. (2026). Integrating Artificial Intelligence in Home Economics Technology Education: Teacher Strategies for Digital Innovation. Journal of Educational Technology Innovation and Applications, 2(01), 1–20. https://doi.org/10.56741/IISTR.jetia.001969

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Vol. 2 No. 01 (2026): Journal of Educational Technology Innovation and Applications

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Articles

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Copyright (c) 2026 Janneka Fae Capuno-Marsan, Angelito Llena Marsan

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