INTRODUCTION

Rationale

To improve digital skills, you must receive training in the field. Due to this, it is assumed that

students who have more access to technology and the internet will be more proficient with technology.

There are several factors identified in the literature which affect students' access to digital tools and

the internet, and so that their digital literacy. The global gap between people who have easy access to

computers in the internet and those who do not. In short, the digital divide is one of these elements.

There are differences in students' access to digital tools even within the nation that is undergoing

development is a poor, rural nation whose goal is to advance economically and socially or known as

develop country (Bayrakdar et al., 2020), along with differences in students' digital skill levels between

developed countries and underdeveloped countries are those that lack industrialization, education,

living standards, healthcare access, life expectancy, and other technological and cultural

understanding.

From a global perspective, the extant knowledge views the integration of the relevant

business skills for the 21st century with the outlook and competencies of ensuring sustainable

development as key to the further development of European society and economy (Aver et al., 2021).

Digital skills are important and should form part of educational policy (Rebecca, 2021). On the other

hand, Fernández et al., (2019) based on the ‘Alfa Tuning América’ Project, conclude that digital

competences are related to a set of abilities aimed at using information and communication

technologies (ICT); likewise, they have to do with skills needed to search for, process and analyze

information, which come from different sources, preferably from scientific databases; the ability to

learn how to learn; the ability to make abstractions; the ability to analyze and synthesize information;

and the ability for continuous, permanent learning and the updating of that learning. The Young Lives
longitudinal study conducted in Peru, Vietnam, India and Ethiopia (Cueto et al., 2018) conceptualizes

“digital skills” as access to and use of digital devices and computers and internet-related skills. To

extend (Cueto et al.,2018) categories of digital skills, we categorized computer skills as “file

navigation skills” and “basic Microsoft Office skills”. Other studies have used these two skills (Çebi &

Reisoglu, 2020; Van Ingen & Matzat,2018) to explore ICT competencies among teachers.

In the Philippines, a study by del Mundo (2022) The 21st-century digital skills, technology

integration in instruction, found that higher 21st-century digital skills led to higher technology

integration in instruction, and more challenges led to higher levels of integration. Ninety five Senior

High School teachers from Muntinlupa National High School in Muntinlupa City were the participants

in this study. Results showed that the level of 21st-century digital skills and level of technology

integration in instructions of the SHS teachers were very high. Furthermore, Seasoned Teachers’

Digital Skills Readiness in the Online Learning of Selected Elementary Schools in Quezon Province a

study of Villon et al.,(2022). The findings showed that seasoned teachers from selected schools in

Quezon City province differ in their digital skills readiness. Some seasoned teachers may need

assistance depending on the nature of the work that requires technology. This study also

recommends that seasoned teachers may continuously attend professional development activities to

enhance their digital skills. Therefore, teachers are required to have the proper understanding and

abilities of digital teaching, which is challenging for them (Webb & Doman, 2020), especially in a

developing nation like the Philippines. Because of this, the issue of teachers' perceptions of their own

digital teaching abilities and their preferences for online or face-to-face learning becomes an

interesting one to evaluate

In University of Mindanao Davao city, The Influence of Digital Literacy and Self-Directed

Learning in the Online Learning Success of STEM College Students, a study of Pepito and Acledan
(2022). The analysis of the study showed that there was a significant relationship between self-

reported success in online learning and digital literacy, as well as between the two online learning

success and directed learning. Digital literacy and self-directed learning significantly influenced each

of individual and combined success of online learning, according to multiple regression analysis.

These results implied that students who have a high level of digital literacy are more likely to succeed

in online education learning and self-study.

Although there are some studies related to AI integration and digital skills. The researchers

found that there are scarce studies related to AI integration and it is also in the quantitative phase, but

some of the studies about AI covers the economy and agriculture, not on education. Furthermore,

there is limited information about the relationship between AI integration and digital skills of students.

Therefore, there is an urgency to conduct this study, especially in the local context since this is

relevant in the community and society as this provide awareness to the students who are the top

users of AI applications with regards to their studies. This will also make the students to be more

aware of how they can control themselves and make limitations to not overly relying on AI.

Based on what we observe in our school, most of the students are constantly adapting the

digital skills instead of using their own skills of knowledge in terms of education and becoming more

reliant on Artificial application even in easiest educational activities. Since we're conducting this

research in order to identify how many students are definitely Accostumized on using in any digital

platform even in terms of making their academic activities. As a researcher we are focusing on area

where we can find out how many students are being more reliant on AI application and digital skills

even on the easiest activity instead of functioning their own knowledge and finished it so they can

develop their learning skills as their growing.

Research Objectives
 This study aims to determine which domain of Grade 11-12 students AI integration significantly

influence digital skills in one of Carmen, Davao del Norte’s secondary schools. Specifically, this

research seeks to:

1.To describe the level of ai Integration in terms of:

1.1 Satisfaction

1.2 Confidence

1.3 AI readiness

1.4 Career Motivation

1.5 Social Goods

2.To ascertain the level of digital skills in terms of:

2.1 Information

2.2 Communication

2.3 Content creation

2.4 Safety

2.5 Problem solving

3. To determine the significant relationship between AI integration and digital skills among Grade 11-

12 CSS students.

4.To determine which domain of AI integration significantly influence digital skills.

Hypothesis
The following hypothesis will be tested at 0.05 level of significance:

1.There is no significant relationship between the AI integration and digital skills among Grade 11-12

CSS students.

2.There is no domain of AI integration and digital skills of Grade 11-12 CSS students.

REVIEW RELATED LITERATURE

This section contains related literature and studies that explains each of the variables and their

associations. More specifically, it contains notions, theories, findings from researches and

publications, and valuable insights from different authors relevant to related topics of the study that

provides substantive proof to support clearly the research objectives that is essential for the

manifestation of understanding in the study.

There are two variables used in this study that represent the independent variable and

dependent variable. Respectively, these two variables are study AI integration, and digital skills.

AI Integration

Artificial intelligence (AI) technology has a long history and is constantly changing and growing.

It focuses on intelligent agents, devices that perceive their surroundings and take actions to maximize

their chances of success (Shabbir & Anwer, 2018). The term "artificial intelligence" conjures up

images of supercomputers, which are computers with enormous processing capabilities, including

adaptive behavior, such as the inclusion of sensors and other stuff that allow them to have human-like

cognition and functional abilities, and thus improve the supercomputer's interaction with humans

(Chen et al., 2020). Artificial intelligence is the ability of a computer program to learn and think.

Everything that involves a program doing something that people would typically think would require
the intelligence of a human is considered artificial intelligence (Mitchell, 2019). Furthermore, artificial

intelligence is the simulation of human intelligence operations by computers, specifically computer

systems. AI excels at specific tasks and changes almost every sector of a country's economy by

allowing computers to make sound decisions that lead to more efficient operations (Dong et al., 2020;

Limna, 2022).

AI has been applied in many practical fields. In addition, intelligent computers are transforming

society as computers and robots become more intelligent. AI is now present in almost every aspect of

people's daily life (Li et al., 2018). AI also allows people to work smarter, which leads to better

business outcomes. Still, it also necessitates the development of new competencies and capabilities,

ranging from technological expertise to social and emotional skills, as well as creative abilities (Limna,

2022). The benefits of AI are enormous, and it has the potential to revolutionize any professional

sector (Makridakis, 2017).

Hence, the adoption of artificial intelligence is regarded as critical in industry 4.0. Since its

inception, it has brought numerous opportunities and challenges to various sectors. Many AI-powered

technologies have been developed with the potential to significantly improve the economy by

improving the quality of life in many sectors (Limna et al., 2021). Artificial intelligence (AI) is heralding

what is increasingly discussed as the Fourth Industrial Revolution, turning on the extraction and

exploitation of data for ‘smart’ governance through ‘data-driven’ strategies. AI, or ‘the theory and

development of computer systems able to perform tasks normally requiring human intelligence’ (Jobin

et al, Citation 2019, p. 389), is also presented as having the capacity to solve some of the world’s

most pressing problems across domains such as health, finance, housing, transport, and education.

The technology has attracted increased interest given its high-profile successes in simulations,

games, smart city operating systems, and self-driving vehicles. A range of approaches to AI such as
machine learning, deep learning, and artificial neural networks have framed how data processing and

analysis are now being conducted.

Satisfaction. The first component of A.I integration is satisfaction. The reform that aims to

blend teaching theory with practice, improve the learning experience, and increase learning quality is

supported technically by using the AI suite to teach AI courses aimed at developing AI talent. So that

students are willing to use the AI suite during maker education, which will improve their overall

abilities such as the practical and thinking abilities, schools and teachers must effectively increase

students' satisfaction with using AI kits in maker education (Yang & Zhao, 2018).

Furthermore, Liu and Wang (2019) examined the influencing factors of learners’ satisfaction

from an interaction perspective and found that the degree of interactivity positively impacts classroom

satisfaction. In foreign countries, improved student satisfaction is related to the enhancement of

students’ abilities, and the use of kits significantly impacts students’ computational thinking, logical

analysis, and comprehensive application abilities. Kit application should prioritize meeting students’

developmental needs. Compared with the traditional classroom, learners’ enhanced abilities and

acceptance of the suite can promote high-learner satisfaction levels. Learners’ satisfaction indicates

their inner recognition of the use of AI science teaching aids. It is therefore important to devise an

effective strategy for building a teaching system that utilizes AI science teaching aids and provides

targeted services for learners to improve their satisfaction and ultimately support the success of AI

teaching.

The deep integration of AI technology in classroom courses promotes the development of

educational concepts and systems as well as teaching models (Zhao, 2020) and enhances students’

learning satisfaction. The quality problem with the AI suite hinders course task completion, which

frustrates learners and greatly lowers students’ learning satisfaction (Liu et al., 2021).
 Confidence. The second component of AI integration is confidence. Human-Al teams are

increasingly deployed to improve joint performance and accomplish task that neither an Al nor human

can volve alone (Wilson Daugherty 2018). Accumulated confidence is the confidence levels. from the

previous trials that are accumulated into a value with the time discounting factor. (Tu et al, 2019).

Humans often remain responsible for the final decisions due to ethical concerns; therefore, these

teams can only reach their collaborative potential when human build confidence and decision-makers

appropriately accept or reject Al input (Zhang et al, 2020).

Prior works related to confidence in Al and self-confidence are typically limited to considering

constant levels of confidence, not accounting for the highly complex and dynamic nature of human

trust Al (Glikson & wool-ley, 2020). Taking a user-centric approach to interpretability and designing to

foster confidence may better facilitate collaboration between humans and AI decision systems and

assuage societal concerns around the use of AI (Bryson and Theodorou, 2019).

According to a recent call for research (Abdul et al., 2018), a growing societal need is driving

the rise in research interest investigating AI. Furthermore, this call states that there exists a perception

of bias in AI decision-making systems that affects both users of those systems and those for whom

decisions are being made more generally. To address this need for research, we present a study

investigating the effects of design choices of an AI model’s explanation visualization (EV) on the level

of confidence between a human and an AI system.

A.I readiness. The third component of AI integration is AI readiness. AI readiness is about

helping people to understand enough about AI to make good decisions. As the number of AI

technologies around us increases, people have had more chances to interact and work with these

technologies. This has made AI part of our everyday lives, for example, Siri, smart home appliances,

smartphones, Alexa, and AI in computer games (Touretzky et al., 2019).

lives of future generations. So, the education system needs to meet the needs of future generations

by doing the following: first, prepare children for a future with AI, make them aware of it, and prepare

them for a job market that might be hard to predict. Second, help young people understand how the

technology they interact with and use daily works. This could inspire a new generation of AI

researchers and software engineers. Lastly, teach the next generation of professionals how to

develop safe, ethical AI systems in fields like medicine, automobile, and finance (Oxford Insight,2020).

According to Lokuge et al. (2018) in essence, readiness indicates the state necessary to

engage in a specific activity, e.g., the adoption of a specific innovation. Nguyen et al. (2019) define

digital readiness as “the degree to which an organization is ready to digitally transform the current

organization’’. As AI classifies as digital technology (Agerfalk 2020), we apply digital readiness to

understand the precursors of AI adoption. IS literature describes various jumbled readiness factors

influencing organizational readiness for technology adoption.

Career motivation. The fourth component of AI integration is career motivation. Career

motivation combines the needs, interests, and characteristics of an individual to achieve the desired

outcome. The recent advances in AI are expected to have profound impacts on future labor markets

and competence requirements, as well as enabling new ways of learning and teaching (Tuomi, 2018).

According to research and review studies (e.g., Khare et al., 2018; Martiniello et al., 2020;

Zawacki-Richert et al., 2019), AI can be used in education to support various functions such as

student self-regulation, motivation and well-being, personalized learning support and feedback,

learning process support, assessment and evaluation, profiling and prediction, usability and

accessibility, resourcing, and competence management.

investigated the effect of artificial intelligence on the student experience, including support throughout

students’ studies. They concluded that AI can positively influence students and organizations,

structures, processes and people that make up educational systems. While Khare et al. do not

explicitly situate their study within guidance, the practical examples along the student life cycle

support the reflection on skills and learning opportunities and transitioning to working life, which

comprise major functions of career guidance.

Social Goods. The fifth component of AI integration is social goods. This instruction helps

students improve their critical thinking skills, which are essential for realizing that technology is not

neutral and for utilizing it effectively. By establishing appropriate boundaries in the development of

technological life, ethics, as a complement to legal norms, improves the democratic nature of society.

The discussion of ethical, social, and security issues related to AI technologies is already supported

by many AI literacy proposals in K–12 (Eguchi et al., 2021). Additionally, taking into account creating

for social good could encourage or aid in motivating others to learn about AI (Chai et al., 2021).

The AI for Social Good (AI4SG) movement aims to establish interdisciplinary partnerships

centered on AI applications towards SDGs. We provide a set of guidelines for establishing successful

long-term collaborations between AI researchers and application-domain experts, relate them to

existing AI4SG projects and identify key opportunities for future AI applications targeted towards

social good (Tomasev, et al., 2020).

Digital Skills

Digitalization leads to a significant increase in the choice of courses and disciplines available

for studying and international and interdisciplinary collaboration in science and research becomes

easier. It also makes education more accessible and individual, and provides research freedom, and
enhances autonomous learning. Autonomous learning leads to better acquisition of information and

increasing of motivation to study. It looks like win-win situation (Morozov, 2018). Digital literacy has

been an issue of concern regarding whether upcoming generations will be adequately equipped with

digital knowledge. The ability to locate, evaluate, and produce clear information across a range of

media platforms is referred to as digital literacy (Aris et al., 2022). Additionally, individuals who have a

great critical understanding are able to undertake more in-depth analysis and a evaluation of the

information that they find in the media. There are many factors that affect students' digital skills, and

the differences observed in students' digital skill levels for different reasons are defined as "digital

divide". Main factors affecting the digital skills and causing a digital divide is their access to digital

tools and internet (Ertl et al., 2020; James, 2019).

Training with digital technology is needed to develop digital skills. For this reason, it is thought

that students who have more access to digital tools and the internet will have better digital skills. In

the literature, there are some factors that affect students' access to digital tools and the internet, and

thus their digital skills. One of these factors is the digital divide between countries. In addition to the

differences in the digital skills of students between developed countries and underdeveloped

countries, there are differences between students' digital skill levels because there are differences in

students' access to digital tools even within developed countries (Bayrakdar & Güveli, 2020; Hatlevik

& Gudmundsdottir, 2013; Van Deursen & Van Dijk, 2019; Yeo & Lee, 2020).

There are also studies showing that gender is an important factor affecting students' digital

skills and this situation is called gender digital divide. The impact of gender on digital skills is different

and dependent on the generation one was born in, as women's access to digital tools has changed

over time (Ertl et al., 2020). Looking at the use of digital skills from a broadly societal perspective, we

can see that while many of the key technologies for digital transformation already exist and are ready
for use, they are not adopted by the people who could gain from using them. One of the major factors

is the level of skills in the work force. Where workers are qualified to use digital technologies,

companies are naturally much more likely to use the will (Andrews et al., 2018).

According to the on "What is Digital Literacy, Its Importance, and Challenges?" (2023) digital

literacy can support the development of strong life skills in several ways. It can enhance

communication skills by providing individuals with the ability to express themselves effectively online

and teach them about collaboration with others using digital tools. Digital literacy goes beyond

technical knowledge. It refers to the knowledge, skills, and perspectives that enable an individual to

be safe, secure, and empowered in an increasingly digital world. It extends to an individual’s digital

activities, participation, interactions, socializing, searching, learning, and other online activities. Digital

literacy is a growing part of new-age skills development and features in UNICEF’s frameworks which

seeks to prepare children and adults for school, work and life (Editorial Team, 2023).

Information. The first component of digital skills is information. Digital information and

communication technologies influence the ways in which we inform ourselves, communicate and

interact, produce, and consume. Digital transformation thus affects almost all areas of our daily lives

and work (Ismail et al., 2019). In the last two decades in particular, rapid technological progress has

occurred, also influencing the further development of digital information and communication

technologies (Reuter et al., 2021).

In order for the courses aimed at providing students with digital skills to be effective, these

courses should be given by teachers who are experts in teaching digital skills. In addition, the lack of

technology teachers leads to problems such as the reduction of technology lesson hours in schools

(Feld & Lee, 2021). Through technology, educational programs may provide meaningful learning

experiences that can increase student motivation, engagement, collaboration and hands-on learning
opportunities which allow for learning at all levels and increase student confidence (Marie & Kaur,

2020).

These false beliefs about the digital skills of digital native students have also led to false ideas

about the importance of the education and training that students should receive on digital literacy.

However, research has shown that younger students are not likely to develop their digital skills without

an education in digital literacy (Aydin et al., 2021)

Communication. The second component of digital skills is communication. Communication is

one of the dimensions of digital competence of future professionals. It includes their knowledge and

skills to communicate using digital tools, confidentiality and netiquette, exchange of information and

content, knowledge of information citation rules, how to interact online to solve professional tasks,

finding opportunities for self-development and improvement of their digital environment (Henseruk et.

al., 2021). Individuals have access to content and people to meet their fundamental needs, to

communicate with others, and to improve the quality of their lives. Technology can be beneficial for a

society, as people can exchange their thoughts, ideas, knowledge, needs on different platforms,

forums and blogs.

On the other hand, they cannot be sure the information can be trusted as the content may be

created and shared by a person having no professional expertise in the sphere of journalism.

Nowadays digital technologies being omnipresent in all areas of human life, are frequently used in the

field of mass communication, in which under their influence transformation processes take place

(Henseruk et. al., 2021). Digital communication technologies influence the ways in which we inform

ourselves, communicate and interact, produce, and consume. Digital transformation thus affects

almost all areas of our daily lives and work (Ismail et al., 2019).
 Mobile media is defined as “communication technologies that provide access to other people,

information, and/or content, while the user is free to move about” (Campbell, 2020, p. 1102). As the

name suggests, mobile media are new forms of digital technology that are wireless and portable

enough to be carried about with ease, enabling an even more mobile. The most common examples

include cell phones, smartphones, laptops, tablets, and I-pads. Tracing a brief history of mobile

communication (Siapera, 2018).

Content creation. The second component of digital skills is content creation. Social media

engagement almost always necessitates creating digital content in some shape or form. Students are

already experimenting with creating engaging content, and are also naturally motivated to learn how

to create videos that get reactions and attention from their friends and connections (Ayers, 2022).

Misinformation on social media is a major problem facing our society. The experience deriving

from use does not guarantee success in identifying false information. This study seeks to determine

whether an active role in social media impacts on informational skills. The creator profile is the

variable that most contributes to reporting fake news on social media. When contrasting information,

educational level is the most relevant aspect, although academic results and creator users also

represent a significant contribution. Greater trust in the sources found on social media identifies the

active profile, while distrust is associated with the spectators. We recommend that media education

puts in place actions intended to recuperate trust in social media, so that they can be utilized critically,

encouraging active, not reactive use (Taddeo, et al., 2022).

It includes information and data literacy, communication and collaboration, media literacy,

digital content creation (including programming), security (including digital well-being and cyber

security-related skills), intellectual property issues, problem solving and critical thinking." (Council of

the European Union, 2018).

young people are considered fluent new media users but at the same time they require intense

support focused on strengthening their digital literacy in the area of safety (Pyżalski et al.,2019). The

advance of the digitalization of teaching in recent years has promoted the implementation of digital

content creation (DCC) tools in the classroom in order to optimize the results of the teaching–learning

process from a holistic approach that allows the inclusion of knowledge and the development of

student competencies (Fallon, 2020).

In the context of digital safety, Digital Literacy is seen in the light of praxeology (Kern & Bean

2018). This is due to the fact that school teachers carry out preventive activities which are designed to

minimize risk behaviors mediated by digital media and most often connected with: student

cyberbullying. Digital safety is used to measure knowledge level and skills from pre-service teachers.

In addition, it has a benefit to feel safe because digital literacy is also required to understand

information and computer technology. However, in reality, there are still a lot of people that do not

know clearly about digital safety (Tomczyk, 2019).

Problem solving. The fifth component of digital skills is problem solving. In order to deal

successfully with the rapid change of digital transformation, soft skills such as communication,

collaboration, critical thinking, and problem solving are required. Problem solving can be seen as a

particularly important soft skill for digital transformation (Anton-Sancho, 2021). In problem solving,

various strategies are required. Future generations will be confronted not only with gains through

digitalization, but also with challenges and problem. In order to deal with these challenges, it is

important to learn to apply different digital strategies of problem solving within new situations, where
no predefined strategy is as yet known (for example, how to modify or adapt software, or how to

program specific functions on a robot). In such situations, children need to be able to think flexibly and

creatively about how to overcome obstacles in the process of finding a solution. Consequently, ill-

structured problems are becoming ever more relevant. (Aschaue et al., 2021)

When combining problem solving with digitalization, there are two possibilities for problem

solving: using digital media to learn problem solving and then solve problems, or knowing,

understanding, and applying functionalities and basic principles of the digital world to the problem

solution. Knowing, understanding, and applying functionalities and basic principles of the digital world

means understanding the processes behind the use of digital technologies. For example, children

should be able to recognize algorithmic structures and to plan, formulate, and apply a structured

algorithmic sequence to solve a problem.

Differentiation and personalization, modularity, self-management programs, strong professional

ethics, student-centered pedagogies, competency-based assessment, collaborative learning

environments, virtual learning environments, interdisciplinary and management training, real-world

problem. Applications and innovative pedagogy are all priorities in educational programs. To address

these challenges, reform of the educational paradigm and revisions of traditional pedagogy and

curricula are needed. This transformation should be based on critical analysis of the use of ICT tools

and digital content in classrooms, and blended and online learning (UNESCO, 2020).

In a nutshell, the research has demonstrated this quantitative research provides way for

studying AI integration and digital skills. Furthermore, the related literature established the

independent variable along with the indicators that will be used as parameters of this study.

Therefore, investigating the in relationship between AI integration and digital skills. May be considered

as a deep study or analysis that there are underlying elements that shape these variables. Moreover,
understanding the essential studies of AI integration and digital skills. The efficiency of other related

literature gives us more insight about our study.

Theoretical framework

This study is anchored by Chalmers (2014) who points that consciousness is a measure of

how much information is integrated in a system, and the more information that is integrated, the

greater the degree of consciousness. The proposition of Balroop (2023) believe that Computational

Consciousness, on the other hand, is the study of how consciousness can be modeled and simulated

using computers. Both AI Integrated Information Theory and Computational Consciousness are

important areas of research as they have the potential to revolutionize our understanding of

consciousness and its relationship with artificial intelligence. In conclusion, AI Integrated Information

Theory and Computational Consciousness are two exciting areas of research in the field of Artificial

Intelligence that have the potential to provide new insights into the nature of consciousness. As these

fields continue to evolve, we can expect to see new and ground breaking discoveries that will shape

our understanding of the world.

This study is also supported by the proposition of Joiner (2018) stated that Artificial intelligence

integration makes it possible for machines to learn from experience, adjust to new inputs, and perform

human-like tasks. AI is the ability of a digital computer or computer-controlled robot to perform tasks

commonly associated with human beings. It is technology with the ability to reason and solve

problems.

In addition, this study is independent on the theory of connectivism where can be useful for the

design of the learning environment. Connectivism learning theory can be a suitable alternative in
cases where students develop knowledge by forming social networks with the help of technology

(AlDahdouh, 2018; Siemens, 2005). The relationship between ai integration and digital skills is

anchored on the following propositions. The proposition of Melo (2023) believes that AI integration in

the classroom helps students in acquiring crucial digital skills like collaboration, critical thinking, and

problem-solving. These abilities can be developed through practical use of AI tools and applications

and are crucial for success in the digital age. Moreover, Melo (2023) also stated that AI algorithms can

analyze student data and adapt to their digital skills. Additionally, it can maintain students' interest and

motivation, which will benefit their academic performance.

Conceptual Framework

Presented in Figure 1 is the conceptual framework of the study. The independent variable of

the study is the AI integration while the dependent variable is the digital skills. The AI integration

operationally refers to machine learning, deep learning, and data. Machine learning refers to the

process of using mathematical models of data to help a computer learn without direct instruction. This

enables a computer system to continue learning and improving on its own, based on experience.

Deep learning refers to the method in artificial intelligence (AI) that teaches computers to process

data in a way that is inspired by the human brain. Deep learning models can recognize complex

patterns in pictures, text, sounds, and other data to produce accurate insights and predictions. Data

refers to information that has been converted into a form that is more efficient for processing and
transfer. Data may be structured or unstructured, and is often collected to be measured, reported,

visualized, and analyzed.

For the dependent variable, digital skills operationally refers to communication applications,

networks to access, and manage information. Communication application includes email, phone calls,

video conferencing, and many types of instant messaging like SMS and web chats. Networks to

access refers to the access to a system by a user (or a process acting on behalf of a user)

communicating through a network, including a local area network, a wide area network, and the

Internet. Manage information is the collection, storage, curation, dissemination, archiving and

destruction of documents, images, drawings and others sources of information.

Furthermore, the researcher attempted to explore the relationship between AI integration and

digital skills in one of the secondary schools in Carmen, Davao del Norte. Based on Figure 1, AI

integration is correlated with digital skills.

 Information
 Satisfaction  Communication
 AI Readiness  Content Creation
 Career Motivation  Safety
 Social Goods  Problem Solving
 Confidence Ambient Assisted

Dai et al., (2020) Living Programme

Figure 1: The Conceptual Framework of the Study

The result of this study can help CSS students in facing challenges that can affect their

academic performances, they will have advanced and broader knowledge about technology with the

help of this study. It can provide them the easiest way on how to process and get data to everything

they need through this study. In this study learners can identify their strengths and weaknesses, also

improve their knowledge and skills.

For the teachers, they can able to manage their time and prioritize on giving the students a more

effective way to learn through to this study. Additionally, it enables them to offer a lesson that is suited

to each student and a task that has been properly put close to make their job as a teacher less

challenging. In this scenario, the point of the study will benefit teachers because it shows them

quicker outcomes.

For the students, in line with the statement above, as the teachers can provide a better

understanding of the given task he made through the help of our study, it can contribute to the

understanding of the students because this will lessen their confusion on the given topics due to the

proper help of both sector in this study. Also, this plays a vital role to the students because it offers

more effective way of learning due to the tailored feedback and recommendations that it give to the

students, enabling more interesting and efficient learning experience.

Lastly, this specific study may become a tool to be used as a reference of the Future researchers

including their related studies. The findings of this study may also contribute

Scope and Limitation

The primary focus of this study is on the AI integration and digital skills of Grade 11-12

students in one of the secondary schools in the Municipality of Carmen, Davao del Norte, specifically
in the CSS strand. All Grade 11-12 CSS students for the school year 2023-2024, possibly making it

less to a wider population and will have their data collected. The evaluation of AI integration and

digital skills among grade 11-12 CSS students is the exclusive focus of this study. This study may

have certain limitations, as the research is limited to Grade 11-12 CSS students, conclusions may

primarily pertain to these students and may not represent AI integration and digital skills in other

strands.

Definition of Terms
To establish a common frame of reference, the following terms are defined conceptually and

operationally:

Artificial Intelligence Integration refers to the branch of computer science dealing with the

simulation of intelligent behavior in computers or the capability of a machine to imitate intelligent

human behavior. On the other hand, according to (Dai et al.,2020) the external experts, through

professional development programs based on university-school partnerships, can be engaged to

support teachers' content knowledge preparation and strengthen school capability. As used in this

study, this refers to the level of ai integration through satisfaction, confidence, ai readiness, career

motivation, and social goods.

Digital skills refers to the ability to find, evaluate, use, share and abilities that relate to

technology, including computer software and applications, digital devices and other computer

hardware. These skills encompasses various involve a range of tasks using digital literacy and

computing methods to complete necessary responsibilities for both internal and customer-facing

activities. On the other hand, according to (Ambient Assisted Living,2019) the digital technology has

the potential to benefit the lives of older, enabling them to live independently and providing the

support to implement preventive health care, health education and promotion measures. As used in
this study, this refers to the ascertain level of digital skills through information, communication, content

creation, safety and problem solving.