Governing Artificial Intelligence for Educational Justice: A Critical Pedagogy and Policy Analysis in the Philippine Context

Authors

  • John Mark Navarette Saldivar La Salle University, Ozamiz City, Philippines

DOI:

https://doi.org/10.59065/jotes.v3i1.280

Keywords:

Critical Policy Analysis, Critical pedagogy, AI Governance, ARISE Framework, SDG 4, Philippine Educational Policy

Abstract

This study examines how artificial intelligence (AI) is framed and governed within Philippine educational policy, considering its implications for equity, teacher autonomy, and learner agency. The objective is to understand the power dynamics and ideological presuppositions that inform AI-centric reforms. This research employs an integrative analytical methodology that incorporates critical policy analysis, discourse tracing, thematic coding, and ideological critique. Methodological integrity is established through rigorous inclusion and exclusion criteria, adherence to the PRISMA protocol for systematic document review, and the application of the CASP Checklist to assess the credibility and pertinence of 21 significant policy documents published between 2021 and 2025. The findings reveal that prevailing policies primarily depict AI as a tool for modernization, operational efficiency, and data-driven governance. At the same time, critical concerns regarding ethics, human rights, and democratic participation remain insufficiently addressed. These accounts pose a substantial risk of exacerbating existing inequalities between well-resourced and under-resourced educational institutions. In response, the study advocates for the ARISE Framework (AI Rights-based Inclusive Systems for Education). This nascent governance model prioritizes structural preparedness, pedagogical agency, critical scrutiny of AI discourses, and rights-centric oversight. The study emphasizes the imperative of equity impact assessments, transparency requirements, accountability systems, and the continuous development of critical AI literacy among educators and students. These initiatives ensure that AI integration aligns with Sustainable Development Goal 4, thereby reinforcing rather than undermining equitable and inclusive educational opportunities.

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Author Biography

John Mark Navarette Saldivar, La Salle University, Ozamiz City, Philippines

John Mark Navarette Saldivar

is an Assistant Professor 2 at La Salle University–Ozamiz City, where he also serves as Chair of the University Research Ethics Board and faculty member of the School of Graduate Studies. He is currently completing his Doctor of Philosophy in Education major in Research and Evaluation at Cebu Normal University. With a strong background in English education, research ethics, and teacher education, his scholarly work spans leadership, resilience, gamification, constructivism, values education, and educational technology. He has published extensively in international peer-reviewed journals and has received multiple Best Paper and Best Research awards in national and international conferences. Mr. Saldivar is actively involved in academic service as an editorial manager, editorial board member, scientific committee member, and journal peer reviewer across reputable international and Scopus-indexed journals, including Teaching and Teacher Education, Frontiers in Education, and Frontiers in Psychology. He holds professional affiliations with PAFTE Region 10, the National Research Council of the Philippines, UNESCO-APNIEVE, and several international research organizations.

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Published

2026-05-03

How to Cite

Saldivar, J. M. N. (2026). Governing Artificial Intelligence for Educational Justice: A Critical Pedagogy and Policy Analysis in the Philippine Context. Journal of Teaching and Education for Scholars, 3(1), 58–72. https://doi.org/10.59065/jotes.v3i1.280

Issue

Vol. 3 No. 1 (2026): JOTES: May

Section

Original Research Articles

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Copyright (c) 2026 John Mark Navarette Saldivar

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