User-Centric AI Governance in Higher Education Landscape in the Philippines

Abstract

Academic institutions are faced with strong demands to formulate a well-defined policy to ensure responsible and ethical use of artificial intelligence (AI) in their curriculum and instruction implementation. Although AI in education holds immense promise, there is a lack of comprehensive exploration on the proper development of policy frameworks and their applicability within its user environment. The study follows the case of a Philippine higher education institution on its pursuit to develop an AI governance framework. The study engaged 18 Filipino college teachers from different disciplines and academic units in an in-person focus group discussion (FGD) on January 15, 2025, in Intramuros, Manila, Philippines. Synthesis from the discussion showed that there is a pressing need for an AI governance framework fit to the needs and culture of the institution. However, they expressed a specific preference for policies that are more guidance-oriented, ie more educating rather than regulating. Three (3) major themes on AI usage are technological adaptation, academic engagement, and assessment outcomes. Human agency was identified as an important mediator, particularly giving emphasis to its role of adapting to its environment. The more open the environment and academic culture are on the use of AI-assisted tools, the more users are likely to become more accepting to disclose and ethically cautious on the use of AI. The study concluded with a recommendation on the importance of the autonomy of academic institutions on educational frameworks that are not reliant on benchmarking practices and focuses more on the needs of the user environment that will promote a more dynamic, innovative, and user-centric approach to AI policy development.

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