AI-DUCATION: Awareness and Competencies of Senior High School Students in the Use of Generative Artificial Intelligence as Basis for a Support System Program

Abstract

The rapid integration of generative artificial intelligence (AI) in education has reshaped students’ academic work and created a need to examine their awareness, competencies, and responsible use of AI tools. This study determined the level of awareness and competencies of Grade 12 senior high school students in using generative AI and used the findings as basis for a student support system program. A descriptive-correlational research design was employed among 365 Grade 12 students from Arellano University - Andres Bonifacio Campus during Academic Year 2025-2026. Data were gathered through a validated closed-ended survey questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, Spearman rank-order correlation, and point-biserial correlation. Findings revealed that students had high awareness of generative AI (M = 4.03) and high competency in its use (M = 3.78), with strongest results in ethical considerations, functions and capabilities, and critical thinking/output evaluation. However, students highly encountered misleading or inaccurate AI-generated information (M = 3.64) and moderately encountered challenges related to insufficient AI knowledge, digital literacy gaps, and over-reliance. Correlation results showed that family income, internet access, and frequency of AI use were more influential than sex or device access, while overall AI awareness had a strong significant relationship with overall AI competency (rs = .707, p < .001). Based on these findings, the AI-CARES SHS Program was proposed to strengthen AI literacy, ethical use, prompt engineering, critical evaluation, and equitable AI support for learners.

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