D.

Intervention Program: Enhancing AI Literacy for Research Writing Among

Senior High School Teachers

I. Introduction

With the rise of artificial intelligence (AI) in academic and professional settings,

Senior High School (SHS) teachers face new opportunities and challenges in integrating

AI-assisted tools into research writing. This intervention program is designed to address

their concerns, enhance their AI literacy, and promote ethical and effective AI usage in

research writing. Based on the findings of the study, the program focuses on training and

support mechanisms to improve teachers' confidence and competence in using AI for

research writing.

II. Objectives

This program aims to:

• Increase awareness and understanding of AI-assisted research writing tools.

• Equip SHS teachers with practical knowledge of AI applications in academic

writing.

• Address ethical considerations and responsible AI usage in research.

• Provide hands-on training to improve AI-assisted research writing skills.

• Foster a community of practice for knowledge sharing and collaboration.

III. Target Audience

• Senior High School teachers engaged in research writing.

• School research coordinators and subject area supervisors.

• Teachers interested in integrating AI into their academic work.

1. AI Literacy Workshop – A seminar on the basics of AI, its applications in research,

and ethical considerations.

A. Pre-Session Survey

• Conduct a needs assessment survey among participants to

determine their prior knowledge, concerns, and expectations about

AI in research writing.

B. Lecture Session

• Invite AI and research experts to discuss AI fundamentals, its role in

academic writing, and ethical implications. Use real-world examples

to demonstrate AI's impact on research practices.

C. Interactive Demonstration

• Show various AI-assisted tools in action, explaining their strengths

and limitations. Provide a live demo on how AI can generate, refine,

and enhance research content.

D. Q&A and Open Forum

• Allow teachers to ask questions, clarify misconceptions, and share

their initial thoughts about integrating AI into their work.

E. Post-Session Reflection

• Ask participants to write a short reflection on how they foresee using

AI in their research writing.

2. Hands-on Training on AI Writing Tools – Practical sessions where teachers

explore AI-powered research writing tools (e.g., ChatGPT, Grammarly, QuillBot)

and their functionalities which will be achieved one (1) month.

A. Introduction to AI Writing Tools

ChatGPT, Grammarly, QuillBot, and Turnitin AI Detector. Discuss

their core functionalities and differences.

B. Hands-on Exploration

• Assign teachers to work in small groups with computers or personal

devices, allowing them to experiment with each AI tool. Provide step-

by-step guides on:

✓ Generating research questions and summaries using AI.

✓ Refining grammar, coherence, and structure using Grammarly.

✓ Paraphrasing and improving academic tone with QuillBot.

✓ Checking originality and avoiding AI over-reliance using

Turnitin AI Detector.

C. Guided Task

• Assign a brief research writing task where participants must integrate

AI assistance in at least one aspect of their writing (e.g.,

brainstorming, structuring, paraphrasing).

D. Sharing and Feedback

• Ask participants to share their experiences, challenges, and key

takeaways. Provide troubleshooting tips and best practices for

responsible AI usage.

V. Expected Outcomes

• Improved confidence and competence among SHS teachers in using AI for

research writing.

• Increased awareness of AI ethics and best practices in academic work.

• A set of institutional guidelines for AI-assisted research writing.

• Strengthened collaboration and knowledge-sharing among teachers in AI-driven

research practices.
VI. Resources Needed

• Venue and logistical support for training sessions.

• Computers/laptops with internet access.

• Access to AI-assisted writing tools (free and premium versions).

• Research writing and AI ethics resource materials.

• Facilitators (AI experts, research coordinators, and experienced educators)

• Funding for Keynote Speakers

• Funding for Facilitation of Activities

Teachers

I. Introduction

With the increasing integration of Artificial Intelligence (AI) in academic and

research writing, it is essential to establish clear guidelines to ensure ethical, responsible,

and effective use of AI tools. This policy is developed in response to the findings of the

qualitative study "Perspectives on AI-Assisted Research Writing of Senior High

School Teachers" and aims to provide SHS teachers with structured principles on AI-

assisted research writing.

These guidelines will help educators maximize AI’s potential while maintaining

academic integrity, originality, and ethical research practices.

II. Objectives

This policy aims to:

• Provide clear and ethical guidelines for using AI in research writing.

• Promote responsible AI usage while upholding academic integrity.

• Encourage SHS teachers to develop critical thinking and analytical skills alongside

AI assistance.

• Establish acceptable practices in AI-generated content, citation, and attribution.

• Prevent over-reliance on AI, plagiarism, and unethical research practices.

1. Use AI as a Support Tool

- AI tools (e.g., ChatGPT, Grammarly, QuillBot) may be used for

brainstorming, summarizing, and refining ideas but not as a sole author.

2. Ensure Human Oversight

- AI-generated content should be critically evaluated, fact-checked, and

rewritten to ensure originality and coherence.

3. Acknowledge AI Assistance

- If AI significantly contributes to content generation, it should be properly

acknowledged (e.g., "This manuscript was drafted with AI assistance but

edited and reviewed by the author.").

4. Use AI for Language and Grammar Checks

- AI tools may be used for proofreading and enhancing clarity, coherence,

and writing style.

5. Apply Ethical Citations

- If AI provides information, verify the sources and cite reliable academic

references rather than directly quoting AI-generated content.

6. Maintain Academic Integrity

- Teachers must ensure that AI is used to assist, not replace, critical thinking

and analytical writing in research.

7. Follow Institutional Research Guidelines

- AI usage must align with existing research writing policies set by the

institution or academic authorities.

1. Do Not Submit AI-Generated Content as Original Work

- AI should assist in research writing, but full AI-generated texts should not

be passed off as the teacher’s original work.

2. Do Not Over-Rely on AI for Research Analysis

- AI lacks contextual understanding and critical analysis; human

interpretation is essential for meaningful research insights.

3. Do Not Use AI to Fabricate Data or Sources

- AI may generate false references and inaccurate information. Always verify

and use credible academic sources.

4. Do Not Ignore Biases in AI Content

- AI models may reflect biases present in their training data; critical evaluation

is necessary to ensure objectivity.

5. Do Not Violate Institutional and Ethical Research Standards

- Any misuse of AI that contradicts ethical research conduct, including

plagiarism and misrepresentation of authorship, is strictly prohibited.

6. Do Not Use AI to Evade Research Work

- Teachers should maintain academic rigor by using AI as a complementary

tool rather than as a shortcut to bypass research processes.

IV. Implementation and Compliance

• These guidelines must be communicated to all SHS teachers engaging in AI-

assisted research writing.

• Regular training and discussions on ethical AI use will be conducted to ensure

responsible implementation.

• Non-compliance with the policy may lead to necessary corrective actions as per

institutional academic standards.