Institutional and Instructional Readiness for Artificial Intelligence Integration in Creative Course Offering

Institutional and Instructional Readiness for Artificial Intelligence Integration in Creative Course Offering | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Institutional and Instructional Readiness for Artificial Intelligence Integration in Creative Course Offering Jay R San Pedro, Hamill Buyco This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9037619/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The growing accessibility of artificial intelligence presents both significant opportunities and pressing challenges in various industries and sectors of society, particularly within creative disciplines. Concerns over job displacement, ethical implications, and intellectual property rights underscore the responsibility of learning institutions to prepare learners for a future driven by digital disruptions. By utilizing a cross-sectional descriptive research design, this study examines institutional and instructional readiness in integrating artificial intelligence in creative courses. Students pursuing creative courses were selected from a private higher education institution in the Philippines. The findings reveal that while students demonstrate a high level of awareness and conceptual understanding of artificial intelligence, institutional readiness remains limited, particularly in areas such as faculty capacity, pedagogical practices, and systemic support mechanisms. These results highlight the urgent need for strategic interventions, including curriculum enhancement, faculty development initiatives, and infrastructure investments, to establish sustainable artificial intelligence-integrated learning environments. Thus, the study underscores the importance of aligning educational systems with technological advancements to equip creative professionals with the competencies and skills necessary to thrive in an increasingly digital world. artificial intelligence higher education creative disciplines instructional readiness institutional support Highlights This study examines the institutional and instructional readiness of a Philippine private higher education institution to integrate artificial intelligence into the delivery of creative courses. Students demonstrated a high level of awareness and conceptual understanding of artificial intelligence, particularly in relation to ethical issues, potential risks, and its relevance to industry. Instructional readiness is low, with limited integration of artificial intelligence concepts, practical applications, and artificial intelligence-driven assessments within creative programs. Institutional support was likewise perceived as underdeveloped and characterized by gaps in artificial intelligence-related resources, faculty training, research support, and industry linkages. INTRODUCTION Artificial intelligence (AI) has expanded the creative possibilities of design, animation, film, music, and digital arts, offering new avenues for experimentation, innovation, and collaboration. Beyond accelerating workflows, AI enables the generation of novel concepts, blending diverse artistic styles and reimagining traditional forms of expression (Roberts, 2025 ). This challenges the traditional notion of the artist as the sole creator and sparks debates on originality, ethics, and cultural identity (Cajulis et al., 2025 ). While some creatives now regard AI as a collaborator (Palade & Carutasu, 2024), its presence also disrupts creative ideation, production, and distribution, raising concerns about authorship and ownership (Amankwah-Amoah et al., 2024 ). Thus, the integration of AI signifies not only technological advancement but also a cultural shift that redefines creativity, authorship, and artistic expression (Garcia, 2023). In this context, higher education institutions (HEIs) play a pivotal role in preparing learners to navigate the opportunities and challenges posed by AI and other emerging technologies (Slimi, 2023 ; Katsamakas et al., 2024 ). HEIs offering creative programs are at the forefront of shaping future artists and industry contributors by fostering AI literacy, embedding ethical discourse, and equipping graduates with industry-relevant skills (Vergara, 2024 ; Giray et al., 2024 ). As Pandaya et al. (2023) emphasized, this responsibility involves cultivating both technical competencies and values that enable graduates to thrive in evolving professional landscapes. Building on this, the present study examines the institutional and instructional readiness of a Philippine private HEI in integrating AI into creative courses. Anchoring the extended Technology Acceptance Model (Breiki & Al-Abri, 2022 ), this study explores learner perspectives on AI adoption, providing insights into potential enablers and barriers to effective integration. This approach not only highlights the preparedness of HEIs but also contributes to understanding how creative education can balance technological innovation with ethical and cultural considerations (Kelly et al., 2022 ). Review of Related Literature Artificial Intelligence in Education In recent years, interest in the integration of artificial intelligence (AI) within the education sector has increased, particularly among higher education institutions (HEIs), driven by its potential to enhance teaching, learning, and administrative processes (Chen et al., 2020 ). Hamilton ( 2024 ) highlighted how teachers perceived AI as having a positive influence on the teaching and learning process through its varied applications in instruction. Chan and Hu ( 2023 ) described the potential of AI in providing personalized learning support, brainstorming assistance, and research capabilities that enrich the overall learning experience. Early studies likewise suggest that AI can improve student outcomes by enabling personalized, efficient, and engaging instructional approaches (Evanick, 2024 ; Southworth et al., 2023 ; Melo, 2023 ). Xu ( 2024 ) further explained how AI integration contributes to enhanced academic performance, motivation, engagement, and progression, while Huang et al. ( 2022 ) reported that AI-enabled personalized learning significantly benefits students with moderate motivation, leading to stronger engagement and improved achievement. Such innovations allow educators to move beyond rigid pedagogies and focus instead on cultivating deeper understanding, adaptability, and critical thinking among learners. Given the growing evidence that AI can reshape student learning experiences, there is an urgent need to examine the readiness and preparedness of HEIs to integrate AI into course offerings. This readiness extends beyond acquiring technology; it requires a comprehensive assessment of institutional capacity to implement, utilize, and manage AI responsibly (Kurhayadi, 2025 ; Jackman et al., 2025 ; Asirit & Hua, 2023 ). At the institutional level, HEIs must proactively develop AI-related policies aligned with their educational mission, ensure equitable access to AI resources, and invest in faculty and staff training for sustainable integration (Palade & Carutasu, 2021 ). Villarino ( 2025 ) emphasized the importance of institutional guidelines for responsible AI use, embedding AI literacy programs across disciplines and addressing equity concerns such as the persistent digital divide. At the instructional level, curriculum design must integrate AI not only as a tool for content delivery but also as an area of critical engagement, encouraging ethical use, creative application, and problem-solving skills. Taken together, these strategic directions underscore the critical importance of institutional and instructional readiness in ensuring that AI integration is purposeful, ethical, and inclusive. While the pedagogical benefits of AI are evident (Cacho, 2025), the question remains as to whether HEIs, particularly those situated in developing contexts such as the Philippines, are adequately prepared to adopt AI and other emerging technologies in their curricula. Exploring this readiness is essential to ensure that the transformative potential of AI in education does not widen existing gaps but instead supports equitable, meaningful, and future-oriented learning. Artificial Intelligence in Creative Industries The mainstream of AI in 2023 amplified both the opportunities and challenges of technological integration, reshaping industries, redefining creative processes, and intensifying debates on ethics, intellectual property, and potential workforce displacement (Noss, 2023 ; Falconer, 2023 ; Rajappa, 2024 ; Roberts, 2025 ). Logan ( 2023 ) emphasized that the rapid proliferation of emerging technologies has raised significant concerns about the future of artists and their evolving roles in the creative process. Early movements and turmoil in the creative industry across different countries were observed. For instance, Coyle ( 2023 ) reported that Hollywood has been affected by the functionalities of ChatGPT, particularly its ability to write and rewrite scripts and raise questions about creativity, authorship, and the future of the industry. Brittain ( 2023 ) highlighted that a work of art created entirely by AI without human input cannot be copyrighted under United States (US) law, whereas Hembt ( 2023 ) noted that the European Union shares the same stance. Moreover, Milmo ( 2024 ) reported the United Kingdom’s efforts to defend artists, authors, musicians, and media groups from companies that use creative outputs without permission to develop AI systems. In Southeast Asia, Indonesia, Myanmar, Thailand, and Vietnam explicitly list computer programs as unpatentable subjects (Ratanaprayul, 2023 ). In the Philippines, there are ongoing initiatives to establish a more structured approach to integrating AI and other emerging technologies across various sectors of society, particularly in education and the creative industry. These efforts are reflected in regulatory frameworks such as the Data Privacy Act of 2012 and the National AI Strategy (Arasa, 2025 ). Moreover, proposed bills such as the AI Development and Regulation Act (HB 7396) and the AI Regulation Act (HB 7913) aim to strengthen governance and accountability in AI use. However, the question of whether AI-generated art is subject to copyright remains complex and evolving. As AI advances and blurs the boundaries between human and machine-generated creations, the legal landscape must adapt to address the challenges of copyright protection and ownership. Despite these developments, several gaps remain. Legal frameworks across regions remain fragmented, with no harmonized global standard for the treatment of AI-generated works. While policies exist, their practical implementation, particularly in equipping artists, educators, and industries to respond to technological change, is still limited. Furthermore, the perspectives and lived experiences of the creators themselves are underrepresented in the discourse, leaving gaps in understanding how artists navigate the ethical and professional dilemmas posed by AI. Cultural and regional nuances are also underexplored, as most debates on copyright and creativity are grounded in Western contexts. Beyond copyright, ethical concerns such as bias, inclusivity, cultural appropriation, and moral rights remain insufficiently addressed. These gaps also raise critical questions about the institutional and instructional readiness of learning institutions. Schools and universities are expected not only to provide technical skills but also to integrate discussions on law, ethics, creativity, and the sociocultural impact of AI into their curricula. Without structured frameworks, teacher training, and curricular alignment, students may graduate without the critical awareness and competencies needed to navigate an AI-driven creative landscape. Thus, the readiness of the institution, both in policy adoption and in classroom instruction. becomes central in shaping how future professionals and creators respond to the promises and pitfalls of AI. Statement of the Problem This inquiry aimed to examine institutional and instructional readiness for the integration and utilization of AI in creative course offerings in the context of private HEIs in the Philippines. Specifically, the study answers the following questions: What are the levels of awareness and conceptual understanding among students regarding AI? How do students perceive instructional readiness to implement AI in creative course offerings? How do students perceive the available institutional support for integrating AI in creative course offerings? METHODS AND DESIGN The use of a cross-sectional descriptive research design allowed researchers to examine the readiness of the institution for the integration of AI through a survey approach (Ghanad, 2023 ). The instrument developed by Asirit & Hua ( 2023 ) was adopted, modified to suit the local context, and digitalized to facilitate broader and more efficient data collection. To ensure the validity and reliability of the instrument, a panel of experts in creative education, curriculum design, and language was consulted to ensure its relevance, clarity, and contextual appropriateness. The results of the Cronbach’s alpha reliability test reveal a coefficient of 0.92, indicating that the items reliably measure the intended constructs. Afterward, the final form of the instrument was digitized, comprising the informed consent form, Likert-scale items, and open-ended questions. Purposefully, the researchers considered 118 of 250 undergraduate students enrolled in a creative course at a Philippine private HEI. These students are characterized by holding a regular academic track toward completing their respective creative degree programs at the HEI. Students have not participated in any related activities toward the adoption and utilization of artificial intelligence or other emerging technologies in creative works (e.g., seminars, webinars, or information sessions). In the data collection phase, the identified respondents were provided with a digitalized survey form that can be accessed through both their school email address and the learning management system. Afterward, the data collected was cleansed and reviewed to ensure appropriateness before being subjected to analysis. IBM Statistical Package for Social Sciences (SPSS) version 28 and NVivo version 12, both licensed, were used to analyze the collected data based on their nature. RESULTS AND DISCUSSION Creative Student Awareness and Conceptual Understanding of AI Technologies Generally, the awareness and conceptual understanding of the students toward AI technologies is high, as indicated by an overall mean of 3.15, with a standard deviation of 0.52. Among the various indicators, students demonstrated the highest awareness of the potential risks associated with AI technologies, followed by the impact of AI on job markets and employment, both of which were rated “very high”. These results suggest a heightened sensitivity to the broader implications of AI, particularly its ethical concerns and its influence on workforce dynamics. Moreover, the awareness of ethical considerations and knowledge of AI’s impact across industries highlight a solid grasp of AI’s reach beyond the classroom. However, lower scores were observed in areas such as knowledge of the role of AI in addressing societal issues and familiarity with specific AI applications in daily life. This suggests that while students are aware of the macrolevel effects of AI, there may be gaps in their understanding of its practical, day-to-day uses and socially beneficial applications. These findings underscore the need for instructional strategies that not only deepen students’ foundational knowledge but also contextualize AI within their disciplines and everyday experiences (Omenka et al., 2024 ; Jackman et al., 2025 ). In the context of the creative industry, this calls for intentional instructional design that bridges the gap between theoretical knowledge and applied AI tools used in animation, digital media, game development, and other creative disciplines. Students must not only understand how AI can streamline workflows and enhance creativity but also critically examine issues such as authorship, originality, and ethical use of generative tools. On the one hand, private HEIs in the Philippines should strengthen both institutional and instructional readiness through policy development, targeted AI literacy programs, and curriculum enhancement that integrates the ethical, practical, and discipline-specific dimensions of AI. Table 1 shows a summary of the analysis for the awareness and understanding of AI technologies. Table 1 Awareness and understanding of AI Technologies (n = 118) Indicators Mean Standard Deviation Verbal Interpretation Rank Understanding of basic AI concepts 3.09 0.57 High 7 Familiarity with specific AI applications in daily life 2.97 0.55 High 9 Awareness of the ethical considerations related to AI 3.23 0.72 High 3 Knowledge of the impact of AI on various industries 3.22 0.68 High 4 Familiarity with the role of AI in the creative industry 3.16 0.69 High 5 Awareness of AI’s impact on job markets and employment 3.29 0.72 Very High 2 Understanding of the limitations and challenges of AI 3.15 0.78 High 6 Knowledge of AI’s role in addressing societal issues 2.89 0.80 High 10 Familiarity with AI-driven innovations relevant to my course 2.98 0.76 High 8 Awareness of the potential risks associated with AI technologies 3.48 0.66 Very High 1 Overall Statistic 3.15 0.52 High Statistical Limits : Very High: 3.25–4.00; High: 2.50–3.24; Low: 1.75–2.49; and Very Low: 1.00–1.74 Perceptions of Instructional Preparedness for Integrating AI in the Curriculum Students perceived the overall instructional readiness of the institution for integrating AI into teaching and learning practices as low, with an overall weighted mean of 2.18 and a standard deviation of 0.64. All the indicators fall within the “low” verbal interpretation range. This implies a general lack of implementation and integration of AI technologies in instructional settings. Among the indicators, the highest-rated indicator was ethical considerations in the AI curriculum. This suggests that while discussions around AI ethics may be introduced, there remains a significant gap in the broader integration of AI into the curriculum. This is followed by preparation for leveraging AI in students’ future careers and AI case studies and real-world applications, indicating some effort to connect AI concepts with industry practice and employability, although these efforts remain limited. Notably, the integration of AI concepts in core subjects received a low rating and ranked 7th out of the 10 indicators. This highlights a critical gap. AI is not yet embedded in foundational courses that shape students’ core competencies. This lack of integration is particularly concerning for creative disciplines such as design, animation, and multimedia arts, where AI-driven tools are rapidly becoming standard in content creation, ideation, and production workflows. Without exposure to AI in these core areas, students may be underprepared for the evolving demands of the creative industry. Other low-rated indicators, such as the hands-on application of AI technologies, enhancing learning with AI technologies, and AI-driven assessments, further confirm that students have limited opportunities to engage with AI in practical and meaningful ways inside the classroom. These findings underscore the urgent need for targeted curriculum reform, faculty development, and investment in educational technologies (Tan et al., 2024 ). To improve instructional readiness, private HEIs in the Philippines must prioritize the development of AI-infused learning experiences, integrate AI concepts across both core and elective courses, and promote experiential learning through real-world applications, especially within creative programs. Such efforts are essential to prepare students for a digitally transformed creative workforce, where AI is not just a tool but also a collaborator in the creative process. Table 2 below provides an overview of how the integration of AI in course offerings is perceived by the participating students. Table 2 Integration of AI in Course Offering Indicators Mean Standard Deviation Verbal Interpretation Rank Incorporation of AI-related topics in classes 2.22 0.82 Low 4 Hands-on Application of AI Technologies 2.21 0.78 Low 5 AI-driven assessments 2.01 0.77 Low 10 Ethical considerations of AI 2.30 0.88 Low 1 Integration of AI concepts in course topics 2.16 0.78 Low 7 AI case studies and real-world applications 2.25 0.91 Low 3 Enhancing learning with AI technologies 2.14 0.93 Low 8 AI competencies and skills in assessments 2.12 0.87 Low 9 Preparation for leveraging AI in students’ future careers 2.26 0.85 Low 2 Overall Statistic 2.18 0.64 Low Statistical Limits : Very High: 3.25–4.00; High: 2.50–3.24; Low: 1.75–2.49; and Very Low: 1.00–1.74 Perceptions of Institutional Support Structures for AI Integration Students perceived that the overall institutional support for AI integration was low, with an overall mean of 2.17 and a standard deviation of 0.62. This suggests a generally weak institutional infrastructure in terms of AI-related initiatives, resources, and support mechanisms (Chiu, 2023 ). Among all the indicators, only one received a “high” verbal interpretation. This suggests that while efforts may be made to incorporate AI into curricular offerings, these efforts are not yet matched by sufficient support systems and implementation strategies. All the other indicators fall within the “low” category, highlighting several institutional gaps. The availability of AI-related resources, access to AI training and workshops for both students and faculty, and effectiveness in promoting AI collaboration and networking opportunities were particularly lacking. These limitations point to missed opportunities in preparing students and educators for active engagement with AI technologies and professional ecosystems (Fitria, 2021 ). Moreover, support for establishing AI-related industry partnerships and the communication of AI-related opportunities and advancements ranked relatively higher within the “low” range. This may reflect initial but underdeveloped efforts in building external linkages and informing the academic community about AI development. However, deeper issues are revealed by the very low ratings in satisfaction with institutional initiatives for AI research and projects and financial support or incentives for AI-related research and development, which suggest a lack of investment in fostering innovation and scholarship in AI fields. Of particular concern is the low rating for receptiveness to feedback on AI-related support improvements, which indicates possible gaps in participatory governance and institutional responsiveness. Taken together, these findings underscore the need for Philippine private HEIs to adopt a strategic, systems-level approach, one that enhances AI infrastructure, invests in capacity-building, supports research, and fosters industry collaboration (Omenka et al., 2024 ; Jackman et al., 2025 ). For creative disciplines, this is especially urgent, as the absence of institutional readiness may hinder students' ability to engage meaningfully with AI in future creative work environments. Table 3 provides a summary of the analysis of perceived institutional support for AI integration. Table 3 Perceived Institutional Support of AI Usage Indicators Mean Standard Deviation Verbal Interpretation Rank Availability of AI-related resources 2.18 0.83 Low 5 Institutional support for AI integration in academic courses 2.54 0.88 High 1 Access to AI training and workshops for students and faculty members 2.18 0.84 Low 5 Satisfaction with institutional initiatives for AI research and projects 1.92 0.87 Low 9 Effectiveness in promoting AI collaboration and networking opportunities 2.20 0.84 Low 4 Financial support or incentives for AI-related research and development 1.91 0.77 Low 10 Support for establishing AI-related industry partnerships 2.30 0.92 Low 2 Communication of AI-related opportunities and advancements 2.21 0.86 Low 3 Receptiveness to feedback on AI-related support improvements 2.09 0.82 Low 8 Overall Statistic 2.17 0.62 Low Statistical Limits : Very High: 3.25–4.00; High: 2.50–3.24; Low: 1.75–2.49; and Very Low: 1.00–1.74 To substantiate the aforementioned discussions, thematic analysis reveals the following themes: (1) AI as a catalyst for efficiency and creativity; (2) concerns about over originality and artistic integrity; (3) impact on industry and job security; and (4) ethical and copyright considerations. Accordingly, the integration of AI in creative courses reflects a mix of enthusiasm, skepticism, and critical reflection by the participating students. The first theme focused on how the students perceived the role of AI in increasing efficiency and supporting creativity. AI tools were credited for automating tedious and time-consuming tasks, such as in-between, allowing students and creative professionals to focus on higher-level creative decisions. Notably, students are aware of how processes that previously required hours of manual work could now be completed in minutes. Beyond speed, AI was also seen as a way to enhance productivity and broaden creative horizons. It enables users to generate backgrounds rapidly and experiment with various styles and effects that they might not have previously considered. For beginners, AI decreases technical barriers by simplifying complex animation techniques, making the medium more accessible to newcomers. Moreover, the second theme highlights the concerns regarding the originality and artistic integrity that emerged prominently in using or being dependent on AI. One noted that such works tend to look the same and lack the personal touch that defines traditional approaches in the creative industry. Moreover, ethical questions also arose, particularly around the data sets used to train AI models. This can be related to most of the AI models being trained with Western datasets. There are limitations on other races and cultures. Furthermore, the third theme went beyond creativity and into the realm of job security and industry evolution. Students expressed concern that AI might displace traditional creative professionals, especially if companies opt to prioritize efficiency and cost-effectiveness over human artistry. While others viewed this situation with cautious optimism, recognizing that AI may open up new opportunities for collaboration between humans and machines. The last theme revolves around the discourse of ethical and legal considerations. Concerns about intellectual property and ownership were prevalent. For instance, some of the participating students wondered whether an AI-generated image created in their style would legally or ethically belong to them. The potential for plagiarism was also raised, as AI-generated works may too closely resemble existing artworks, intentionally or unintentionally. These concerns highlight the urgent need for updated regulations and ethical standards to protect the rights of creators in the age of AI. Table 4 provides a summary of the thematic analysis performed with the open-ended question. Table 4 Results of Thematic Analysis Theme Descriptions Excerpts 1. AI as a Catalyst for Efficiency and Creativity Automation of tedious tasks AI makes in-between so much faster-what used to take hours can now be done in minutes. Enhancing workflow speed and productivity I use AI tools to generate backgrounds quickly, which saves me a lot of time. Facilitating experimentation with styles and effects It’s interesting how AI can suggest different art styles we might not have considered. Lowering technical barriers for beginners For someone new to this field, AI helps simplify complex techniques. 2. Concerns Over Originality and Artistic Integrity Potential loss of artistic uniqueness I feel like AI-generated art all looks the same; it lacks that personal touch. Overreliance on AI-generated content If we depend too much on AI, will we lose the ability to animate from scratch? Ethical concerns regarding AI training datasets Who owns the rights to AI-generated images if it’s trained in other artists’ work? Fear of homogenized aesthetics AI styles are cool, but sometimes they feel repetitive and generic. 3. Impact on Industry and Job Security Displacement of traditional animators What if AI takes over jobs? Some companies might prefer AI-generated animation over hiring real artists. Changing skill sets and the need for AI literacy We might need to adapt learning how to use AI will be essential for future creative professionals. New opportunities for hybrid AI-human collaboration Maybe the future isn’t AI replacing us, but us working alongside AI. Uncertainty about AI’s long-term role in the industry Right now, AI is just a tool, but what happens when it becomes more advanced? 4. Ethical and Copyright Considerations AI-generated work and intellectual property concerns If AI makes something based on my style, does that mean I own it? Risk of plagiarism in AI-generated animations There have been cases where AI-generated art looks too like existing works. Need for clearer policies on AI usage in animation We need rules on how AI is used in industry, what’s fair, and what isn’t? Drawing from the findings of this study, it offers valuable insights into the extended TAM, particularly in the context of AI integration in creative education. This study highlights additional contextual factors in terms of institutional readiness, instructional readiness, and conceptual awareness as perceived by the students. The high level of conceptual awareness and understanding among students suggests that prior knowledge and exposure to the broader implications of AI (e.g., ethical issues, career impact, and societal transformation) influence their openness to using AI in educational and professional contexts. This finding supports the inclusion of awareness and perceived relevance as potential constructs in an extended TAM framework, particularly in disciplines where creativity and human-AI collaboration intersect. The low instructional and institutional readiness observed reveals that students’ acceptance of AI is dependent not solely on the technology itself but also on the learning environment, including access to AI tools, faculty support, curriculum integration, and institutional initiatives. These align with the concept of facilitating conditions, which has been integrated into the TAM. By doing so, this study reinforces the importance of such external variables in influencing behavioral intention and actual use in educational settings. Finally, in creative disciplines, where the role of AI is not only functional but also collaborative and interpretive, the study suggests that constructs such as perceived creative compatibility and ethical trust may also be important extensions of the TAM framework. These dimensions consider how AI aligns with the user’s creative processes and values, adding a layer of nuance to the standard TAM assumptions. CONCLUSIONS & RECOMMENDATIONS In higher education, which offers creative courses and programs, this study provides valuable insights for rethinking curricula, reimagining instructional practices, and strengthening institutional support to prepare graduates not only to harness AI’s potential but also to navigate its risks responsibly and ethically. On the basis of the salient findings, it is evident that students demonstrate a high level of awareness and conceptual understanding of AI. However, a notable gap in practical application and field-specific integration exists, especially within creative disciplines such as animation, design, and multimedia arts. These disciplines, which are increasingly being shaped by AI tools and processes, require not only conceptual literacy but also hands-on experience and real-world exposure to AI technologies. Furthermore, instructional readiness remains limited. This limitation may hinder students' preparedness to navigate AI-enhanced creative workflows, where generative tools, intelligent automation, and adaptive design systems are becoming industry standards. In addition, institutional support structures remain underdeveloped or fragmented. In light of these findings, there is an urgent need for a comprehensive, strategic response to move forward in the integration of AI in the educational services provided by the institution. Accordingly, curriculum enhancement should prioritize the integration of AI concepts into both general and discipline-specific subjects, with a strong focus on project-based and interdisciplinary learning. Faculty members must be empowered through continuous professional development and capacity-building programs that focus on the pedagogical and technical dimensions of AI. Simultaneously, the institution must invest in infrastructure and resource development, foster partnerships with AI-driven creative industries, and create supportive mechanisms for research and innovation. By closing the gap between conceptual understanding and practical application and by aligning instructional and institutional systems with the evolving needs of the creative industry, the institution can ensure that its graduates are not only aware of AI but also fully equipped to thrive in a digitally transformed creative workforce where AI functions as a powerful tool and collaborative partner. This alignment ultimately enables the institution to lead in shaping future-ready creative professionals who are critically informed, ethically grounded, and technologically agile. Declarations We confirm that all individuals who participated in the questionnaire/study provided informed consent prior to their participation. Participants were clearly informed about the purpose of the study, the voluntary nature of their involvement, and their right to withdraw at any time. Written consent was obtained from all participants in accordance with the study’s ethical guidelines and applicable research standards. CRediT authorship contribution statement Hamil Buyco: Conceptualization, Methodology, Investigation, Analysis, Writing - Original Draft, Funding Acquisition Jay R San Pedro: Conceptualization, Methodology, Formal Analysis, Resources, Writing - Review & Editing, Visualization, Supervision, Project Administration, Funding Acquisition, Funding sources This research was supported by the Office of Research and Development of the Information & Communications Technology Academy (iACADEMY) as part of its internal research funding initiative. Declaration of generative AI and AI-assisted technologies in the writing process During the preparation of this work, the authors used ChatGPT to refine the readability of the manuscript. After using this tool/service, the authors reviewed and edited the content as needed and took full responsibility for the content of the publication. Declaration of Interest The researchers declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this study. Acknowledgments The researchers would like to express their sincere gratitude to the administration, faculty, and students of the participating Philippine private higher education institution for their cooperation and support throughout the conduct of this study. Moreover, the researchers would like to acknowledge the valuable insights shared by the panel of experts. 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Creativity Research Journal, 1–14. https://doi.org/10.1080/10400419.2024.2354622 Ghanad A (2023) An overview of quantitative research methods. International Journal of Multidisciplinary Research and Analysis, 6(8) , 3794–3803. https://doi.org/10.47191/ijmra/v6-i8-52 Giray L, De Silos PY, Adornado A, Buelo RJV, Galas E, Reyes-Chua E, Ulanday ML (2024) Use and Impact of Artificial Intelligence in Philippine Higher Education: Reflections from Instructors and Administrators. Internet Ref Serv Q 28(3):315–338. https://doi.org/10.1080/10875301.2024.2352746 Hamilton I (2024) Artificial intelligence in education: Teachers’ opinions on AI in the classroom. Retrieved from https://www.forbes.com/advisor/education/it-and-tech/artificial-intelligence-in-school/ . Accessed March 6, 2024 Hembt S (2023) The debate on AI-created art and copyright protection. Twobirds.com. https://www.twobirds.com/en/insights/2023/global/the-debate-on-ai-created-art-and-copyright-protection#:~:text=If%20a%20work%20is%20entirely,%22any%20guiding%20human%20hand.%22 Huang AY, Lu OH, Yang SJ (2022) Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom. Comput Educ 194:104684. https://doi.org/10.1016/j.compedu.2022.104684 Jackman G-A, Marshall IA, Carrington T (2025) Opportunity or threat: Investigating faculty readiness to adopt artificial intelligence in higher education. Caribbean Journal of Education and Development, 1(2), 4–27. https://doi.org/10.46425/cjed1201029055 Katsamakas E, Pavlov OV, Saklad R (2024) Artificial intelligence and the transformation of higher education institutions: A systems approach. Sustainability, 16(14), 6118. https://doi.org/10.3390/su16146118 Kurhayadi K (2025) Evaluating the readiness of public institutions for AI-Driven decision making: A framework for adaptive governance. Edelweiss Applied Science and Technology, 9(4), 1569–1580 . https://doi.org/10.55214/25768484.v9i4.6335 Kelly S, Kaye S-A, Oviedo-Trespalacios O (2022) What factors contribute to the acceptance of artificial intelligence? A systematic review. Telematics Inform 77:101925. https://doi.org/10.1016/j.tele.2022.101925 Logan S (2023) The impact of AI in creative industry. Retrieved from https://www.twine.net/blog/impact-of-ai-in-creative-industry/ . Accessed September 5, 2024 Mallillin LLD, Enriquez BB, Yee CC (2025) Artificial intelligence (AI) in the higher education institutions (HEIs) practices: A transformation trends in teaching and learning. Eur J Educ Stud 12(2). https://doi.org/10.46827/ejes.v12i2.5811 Melo N (2023) Incorporating artificial intelligence into the classroom: An examination of benefits, challenges, and best practices. eLearning Industry. Retrieved from https://elearningindustry.com/incorporating-artificial-intelligence-into-classroom-examination-benefits-challenges-and-best-practices . Accessed February 16, 2024 Milmo D (2024) February 2). UK ministers urged to protect creatives whose work is used by AI firms. The Guardian. https://www.theguardian.com/technology/2024/feb/02/uk-ministers-urged-to-protect-creatives-whose-work-is-used-by-ai-firms Noss S (2023) Generative AI and its impact on privacy issues. DataGrail. https://www.datagrail.io/blog/data-privacy/generative-ai-privacy-issues/ Omenka O, Reuben B, Usman L (2024) A Review of artificial intelligence (AI) readiness in higher education institutions: a case study of northern states of Nigeria. Global J Eng Technol 3(6):35–45 Palade M, Carutasu G (2021) Organizational readiness for Artificial Intelligence adoption. Retrieved from https://dspace.upt.ro/jspui/handle/123456789/5786 . Accessed November 10, 2024 Pandya B, Ruhi U, Patterson L (2023) Preparing the future workforce for 2030: the role of higher education institutions. Frontiers in Education, 8 . https://doi.org/10.3389/feduc.2023.1295249 Prats-Fernandez D, Lopez-Figueroa J (2024) Melding or singularity from 2005–2024: The impact and disruptive power of AI in the art market. Journal of Student Research, 13(2) . https://doi.org/10.47611/jsrhs.v13i2.6646 Rajappa S (2024) Council post: An introduction to the privacy and legal concerns of generative AI. Retrieved from https://www.forbes.com/sites/forbestechcouncil/2024/01/29/an-introduction-to-the-privacy-and-legal-concerns-of-generative-ai/ . March 28, 2025 Ratanaprayul W (2023) Patenting AI Technology and Software in Southeast Asia - Tilleke & Gibbins. https://www.tilleke.com/insights/patenting-ai-technology-and-software-in-southeast-asia/ Roberts M (2025) The AI threat to the arts. Retrieved from https://www.counterculturellp.com/blog/ai-threat-to-the-arts/ . Accessed December 15, 2024 Slimi Z (2023) The impact of artificial intelligence on higher education: An empirical study. European Journal of Educational Sciences, 10(1). https://doi.org/10.19044/ejes.v10no1a17 Southworth J, Migliaccio K, Glover J, Reed D, McCarty C, Brendemuhl J, Thomas A (2023) Developing a model for AI across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers Education: Artif Intell 4:100127. https://doi.org/10.1016/j.caeai.2023.100127 Tan X, Cheng G, Ling MH (2024) Artificial intelligence in Teaching and teacher professional development: A systematic review. Computers and Education Artificial Intelligence, 8 1–19 . https://doi.org/10.1016/j.caeai.2024.100355 Vergara J (2024) Navigating the Generative Artificial Intelligence Era: Charting the course for curricular reform in higher education in the Philippines. EDCOM 2. https://edcom2.gov.ph/publications/navigating-the-generative-artificial-intelligence-era-charting-the-course-for-curricular-reform-in-higher-education-in-the-philippines/ Villarino RT (2025) Artificial intelligence (AI) integration in rural Philippine higher education: Perspectives, challenges, and ethical considerations. International Journal of Educational Research and Innovation, (23). https://doi.org/10.46661/ijeri.10909 Xu Z (2024) AI in education: Enhancing learning experiences and student outcomes. Appl Comput Eng 51(1):104–111 Additional Declarations The authors declare no competing interests. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9037619","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":601086402,"identity":"1ac4d3f5-e8ef-4b31-b40e-3cf2689890f3","order_by":0,"name":"Jay R San Pedro","email":"data:image/png;base64,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","orcid":"https://orcid.org/0000-0002-7806-8350","institution":"iACADEMY","correspondingAuthor":true,"prefix":"","firstName":"Jay","middleName":"R San","lastName":"Pedro","suffix":""},{"id":601086403,"identity":"35c04ae0-77eb-4fa8-82dc-32f1acfb7e6b","order_by":1,"name":"Hamill Buyco","email":"","orcid":"","institution":"iACADEMY","correspondingAuthor":false,"prefix":"","firstName":"Hamill","middleName":"","lastName":"Buyco","suffix":""}],"badges":[],"createdAt":"2026-03-05 08:01:56","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-9037619/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9037619/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":104864173,"identity":"61f25fe9-b194-45a8-930b-64d2903d785f","added_by":"auto","created_at":"2026-03-18 06:26:26","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":743515,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9037619/v1/12b98785-5a76-45e3-8ce4-6755b2ff5825.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eInstitutional and Instructional Readiness for Artificial Intelligence Integration in Creative Course Offering\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Highlights","content":"\u003cp\u003eThis study examines the institutional and instructional readiness of a Philippine private higher education institution to integrate artificial intelligence into the delivery of creative courses.\u003c/p\u003e\u003cp\u003eStudents demonstrated a high level of awareness and conceptual understanding of artificial intelligence, particularly in relation to ethical issues, potential risks, and its relevance to industry.\u003c/p\u003e\u003cp\u003eInstructional readiness is low, with limited integration of artificial intelligence concepts, practical applications, and artificial intelligence-driven assessments within creative programs.\u003c/p\u003e\u003cp\u003eInstitutional support was likewise perceived as underdeveloped and characterized by gaps in artificial intelligence-related resources, faculty training, research support, and industry linkages.\u003c/p\u003e"},{"header":"INTRODUCTION","content":"\u003cp\u003eArtificial intelligence (AI) has expanded the creative possibilities of design, animation, film, music, and digital arts, offering new avenues for experimentation, innovation, and collaboration. Beyond accelerating workflows, AI enables the generation of novel concepts, blending diverse artistic styles and reimagining traditional forms of expression (Roberts, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). This challenges the traditional notion of the artist as the sole creator and sparks debates on originality, ethics, and cultural identity (Cajulis et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). While some creatives now regard AI as a collaborator (Palade \u0026amp; Carutasu, 2024), its presence also disrupts creative ideation, production, and distribution, raising concerns about authorship and ownership (Amankwah-Amoah et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Thus, the integration of AI signifies not only technological advancement but also a cultural shift that redefines creativity, authorship, and artistic expression (Garcia, 2023).\u003c/p\u003e \u003cp\u003eIn this context, higher education institutions (HEIs) play a pivotal role in preparing learners to navigate the opportunities and challenges posed by AI and other emerging technologies (Slimi, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Katsamakas et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). HEIs offering creative programs are at the forefront of shaping future artists and industry contributors by fostering AI literacy, embedding ethical discourse, and equipping graduates with industry-relevant skills (Vergara, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Giray et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). As Pandaya et al. (2023) emphasized, this responsibility involves cultivating both technical competencies and values that enable graduates to thrive in evolving professional landscapes.\u003c/p\u003e \u003cp\u003eBuilding on this, the present study examines the institutional and instructional readiness of a Philippine private HEI in integrating AI into creative courses. Anchoring the extended Technology Acceptance Model (Breiki \u0026amp; Al-Abri, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), this study explores learner perspectives on AI adoption, providing insights into potential enablers and barriers to effective integration. This approach not only highlights the preparedness of HEIs but also contributes to understanding how creative education can balance technological innovation with ethical and cultural considerations (Kelly et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eReview of Related Literature\u003c/p\u003e\n\u003ch3\u003eArtificial Intelligence in Education\u003c/h3\u003e\n\u003cp\u003eIn recent years, interest in the integration of artificial intelligence (AI) within the education sector has increased, particularly among higher education institutions (HEIs), driven by its potential to enhance teaching, learning, and administrative processes (Chen et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Hamilton (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) highlighted how teachers perceived AI as having a positive influence on the teaching and learning process through its varied applications in instruction. Chan and Hu (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) described the potential of AI in providing personalized learning support, brainstorming assistance, and research capabilities that enrich the overall learning experience. Early studies likewise suggest that AI can improve student outcomes by enabling personalized, efficient, and engaging instructional approaches (Evanick, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Southworth et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Melo, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Xu (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) further explained how AI integration contributes to enhanced academic performance, motivation, engagement, and progression, while Huang et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) reported that AI-enabled personalized learning significantly benefits students with moderate motivation, leading to stronger engagement and improved achievement. Such innovations allow educators to move beyond rigid pedagogies and focus instead on cultivating deeper understanding, adaptability, and critical thinking among learners.\u003c/p\u003e \u003cp\u003eGiven the growing evidence that AI can reshape student learning experiences, there is an urgent need to examine the readiness and preparedness of HEIs to integrate AI into course offerings. This readiness extends beyond acquiring technology; it requires a comprehensive assessment of institutional capacity to implement, utilize, and manage AI responsibly (Kurhayadi, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Jackman et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Asirit \u0026amp; Hua, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). At the institutional level, HEIs must proactively develop AI-related policies aligned with their educational mission, ensure equitable access to AI resources, and invest in faculty and staff training for sustainable integration (Palade \u0026amp; Carutasu, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Villarino (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) emphasized the importance of institutional guidelines for responsible AI use, embedding AI literacy programs across disciplines and addressing equity concerns such as the persistent digital divide. At the instructional level, curriculum design must integrate AI not only as a tool for content delivery but also as an area of critical engagement, encouraging ethical use, creative application, and problem-solving skills.\u003c/p\u003e \u003cp\u003eTaken together, these strategic directions underscore the critical importance of institutional and instructional readiness in ensuring that AI integration is purposeful, ethical, and inclusive. While the pedagogical benefits of AI are evident (Cacho, 2025), the question remains as to whether HEIs, particularly those situated in developing contexts such as the Philippines, are adequately prepared to adopt AI and other emerging technologies in their curricula. Exploring this readiness is essential to ensure that the transformative potential of AI in education does not widen existing gaps but instead supports equitable, meaningful, and future-oriented learning.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eArtificial Intelligence in Creative Industries\u003c/h2\u003e \u003cp\u003eThe mainstream of AI in 2023 amplified both the opportunities and challenges of technological integration, reshaping industries, redefining creative processes, and intensifying debates on ethics, intellectual property, and potential workforce displacement (Noss, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Falconer, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Rajappa, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Roberts, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Logan (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) emphasized that the rapid proliferation of emerging technologies has raised significant concerns about the future of artists and their evolving roles in the creative process. Early movements and turmoil in the creative industry across different countries were observed. For instance, Coyle (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) reported that Hollywood has been affected by the functionalities of ChatGPT, particularly its ability to write and rewrite scripts and raise questions about creativity, authorship, and the future of the industry. Brittain (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) highlighted that a work of art created entirely by AI without human input cannot be copyrighted under United States (US) law, whereas Hembt (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) noted that the European Union shares the same stance. Moreover, Milmo (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) reported the United Kingdom\u0026rsquo;s efforts to defend artists, authors, musicians, and media groups from companies that use creative outputs without permission to develop AI systems. In Southeast Asia, Indonesia, Myanmar, Thailand, and Vietnam explicitly list computer programs as unpatentable subjects (Ratanaprayul, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn the Philippines, there are ongoing initiatives to establish a more structured approach to integrating AI and other emerging technologies across various sectors of society, particularly in education and the creative industry. These efforts are reflected in regulatory frameworks such as the Data Privacy Act of 2012 and the National AI Strategy (Arasa, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Moreover, proposed bills such as the AI Development and Regulation Act (HB 7396) and the AI Regulation Act (HB 7913) aim to strengthen governance and accountability in AI use. However, the question of whether AI-generated art is subject to copyright remains complex and evolving. As AI advances and blurs the boundaries between human and machine-generated creations, the legal landscape must adapt to address the challenges of copyright protection and ownership.\u003c/p\u003e \u003cp\u003eDespite these developments, several gaps remain. Legal frameworks across regions remain fragmented, with no harmonized global standard for the treatment of AI-generated works. While policies exist, their practical implementation, particularly in equipping artists, educators, and industries to respond to technological change, is still limited. Furthermore, the perspectives and lived experiences of the creators themselves are underrepresented in the discourse, leaving gaps in understanding how artists navigate the ethical and professional dilemmas posed by AI. Cultural and regional nuances are also underexplored, as most debates on copyright and creativity are grounded in Western contexts. Beyond copyright, ethical concerns such as bias, inclusivity, cultural appropriation, and moral rights remain insufficiently addressed.\u003c/p\u003e \u003cp\u003eThese gaps also raise critical questions about the institutional and instructional readiness of learning institutions. Schools and universities are expected not only to provide technical skills but also to integrate discussions on law, ethics, creativity, and the sociocultural impact of AI into their curricula. Without structured frameworks, teacher training, and curricular alignment, students may graduate without the critical awareness and competencies needed to navigate an AI-driven creative landscape. Thus, the readiness of the institution, both in policy adoption and in classroom instruction. becomes central in shaping how future professionals and creators respond to the promises and pitfalls of AI.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eStatement of the Problem\u003c/h3\u003e\n\u003cp\u003eThis inquiry aimed to examine institutional and instructional readiness for the integration and utilization of AI in creative course offerings in the context of private HEIs in the Philippines. Specifically, the study answers the following questions:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the levels of awareness and conceptual understanding among students regarding AI?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow do students perceive instructional readiness to implement AI in creative course offerings?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow do students perceive the available institutional support for integrating AI in creative course offerings?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e"},{"header":"METHODS AND DESIGN","content":"\u003cp\u003eThe use of a cross-sectional descriptive research design allowed researchers to examine the readiness of the institution for the integration of AI through a survey approach (Ghanad, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The instrument developed by Asirit \u0026amp; Hua (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) was adopted, modified to suit the local context, and digitalized to facilitate broader and more efficient data collection. To ensure the validity and reliability of the instrument, a panel of experts in creative education, curriculum design, and language was consulted to ensure its relevance, clarity, and contextual appropriateness. The results of the Cronbach\u0026rsquo;s alpha reliability test reveal a coefficient of 0.92, indicating that the items reliably measure the intended constructs. Afterward, the final form of the instrument was digitized, comprising the informed consent form, Likert-scale items, and open-ended questions.\u003c/p\u003e \u003cp\u003ePurposefully, the researchers considered 118 of 250 undergraduate students enrolled in a creative course at a Philippine private HEI. These students are characterized by holding a regular academic track toward completing their respective creative degree programs at the HEI. Students have not participated in any related activities toward the adoption and utilization of artificial intelligence or other emerging technologies in creative works (e.g., seminars, webinars, or information sessions).\u003c/p\u003e \u003cp\u003eIn the data collection phase, the identified respondents were provided with a digitalized survey form that can be accessed through both their school email address and the learning management system. Afterward, the data collected was cleansed and reviewed to ensure appropriateness before being subjected to analysis. IBM Statistical Package for Social Sciences (SPSS) version 28 and NVivo version 12, both licensed, were used to analyze the collected data based on their nature.\u003c/p\u003e"},{"header":"RESULTS AND DISCUSSION","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eCreative Student Awareness and Conceptual Understanding of AI Technologies\u003c/h2\u003e \u003cp\u003eGenerally, the awareness and conceptual understanding of the students toward AI technologies is high, as indicated by an overall mean of 3.15, with a standard deviation of 0.52. Among the various indicators, students demonstrated the highest awareness of the potential risks associated with AI technologies, followed by the impact of AI on job markets and employment, both of which were rated \u0026ldquo;very high\u0026rdquo;. These results suggest a heightened sensitivity to the broader implications of AI, particularly its ethical concerns and its influence on workforce dynamics. Moreover, the awareness of ethical considerations and knowledge of AI\u0026rsquo;s impact across industries highlight a solid grasp of AI\u0026rsquo;s reach beyond the classroom. However, lower scores were observed in areas such as knowledge of the role of AI in addressing societal issues and familiarity with specific AI applications in daily life. This suggests that while students are aware of the macrolevel effects of AI, there may be gaps in their understanding of its practical, day-to-day uses and socially beneficial applications. These findings underscore the need for instructional strategies that not only deepen students\u0026rsquo; foundational knowledge but also contextualize AI within their disciplines and everyday experiences (Omenka et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Jackman et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn the context of the creative industry, this calls for intentional instructional design that bridges the gap between theoretical knowledge and applied AI tools used in animation, digital media, game development, and other creative disciplines. Students must not only understand how AI can streamline workflows and enhance creativity but also critically examine issues such as authorship, originality, and ethical use of generative tools. On the one hand, private HEIs in the Philippines should strengthen both institutional and instructional readiness through policy development, targeted AI literacy programs, and curriculum enhancement that integrates the ethical, practical, and discipline-specific dimensions of AI. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows a summary of the analysis for the awareness and understanding of AI technologies.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAwareness and understanding of AI Technologies (n\u0026thinsp;=\u0026thinsp;118)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndicators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStandard Deviation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eVerbal Interpretation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRank\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUnderstanding of basic AI concepts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFamiliarity with specific AI applications in daily life\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAwareness of the ethical considerations related to AI\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKnowledge of the impact of AI on various industries\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFamiliarity with the role of AI in the creative industry\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAwareness of AI\u0026rsquo;s impact on job markets and employment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eVery High\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUnderstanding of the limitations and challenges of AI\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKnowledge of AI\u0026rsquo;s role in addressing societal issues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFamiliarity with AI-driven innovations relevant to my course\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAwareness of the potential risks associated with AI technologies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eVery High\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOverall Statistic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003e\u003cb\u003eStatistical Limits\u003c/b\u003e: Very High: 3.25\u0026ndash;4.00; High: 2.50\u0026ndash;3.24; Low: 1.75\u0026ndash;2.49; and Very Low: 1.00\u0026ndash;1.74\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003ePerceptions of Instructional Preparedness for Integrating AI in the Curriculum\u003c/h2\u003e \u003cp\u003eStudents perceived the overall instructional readiness of the institution for integrating AI into teaching and learning practices as low, with an overall weighted mean of 2.18 and a standard deviation of 0.64. All the indicators fall within the \u0026ldquo;low\u0026rdquo; verbal interpretation range. This implies a general lack of implementation and integration of AI technologies in instructional settings. Among the indicators, the highest-rated indicator was ethical considerations in the AI curriculum. This suggests that while discussions around AI ethics may be introduced, there remains a significant gap in the broader integration of AI into the curriculum. This is followed by preparation for leveraging AI in students\u0026rsquo; future careers and AI case studies and real-world applications, indicating some effort to connect AI concepts with industry practice and employability, although these efforts remain limited.\u003c/p\u003e \u003cp\u003eNotably, the integration of AI concepts in core subjects received a low rating and ranked 7th out of the 10 indicators. This highlights a critical gap. AI is not yet embedded in foundational courses that shape students\u0026rsquo; core competencies. This lack of integration is particularly concerning for creative disciplines such as design, animation, and multimedia arts, where AI-driven tools are rapidly becoming standard in content creation, ideation, and production workflows. Without exposure to AI in these core areas, students may be underprepared for the evolving demands of the creative industry. Other low-rated indicators, such as the hands-on application of AI technologies, enhancing learning with AI technologies, and AI-driven assessments, further confirm that students have limited opportunities to engage with AI in practical and meaningful ways inside the classroom. These findings underscore the urgent need for targeted curriculum reform, faculty development, and investment in educational technologies (Tan et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). To improve instructional readiness, private HEIs in the Philippines must prioritize the development of AI-infused learning experiences, integrate AI concepts across both core and elective courses, and promote experiential learning through real-world applications, especially within creative programs. Such efforts are essential to prepare students for a digitally transformed creative workforce, where AI is not just a tool but also a collaborator in the creative process. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e below provides an overview of how the integration of AI in course offerings is perceived by the participating students.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eIntegration of AI in Course Offering\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndicators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStandard Deviation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eVerbal Interpretation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRank\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIncorporation of AI-related topics in classes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHands-on Application of AI Technologies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAI-driven assessments\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEthical considerations of AI\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntegration of AI concepts in course topics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAI case studies and real-world applications\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnhancing learning with AI technologies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAI competencies and skills in assessments\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePreparation for leveraging AI in students\u0026rsquo; future careers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOverall Statistic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003e\u003cb\u003eStatistical Limits\u003c/b\u003e: Very High: 3.25\u0026ndash;4.00; High: 2.50\u0026ndash;3.24; Low: 1.75\u0026ndash;2.49; and Very Low: 1.00\u0026ndash;1.74\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003ePerceptions of Institutional Support Structures for AI Integration\u003c/h3\u003e\n\u003cp\u003eStudents perceived that the overall institutional support for AI integration was low, with an overall mean of 2.17 and a standard deviation of 0.62. This suggests a generally weak institutional infrastructure in terms of AI-related initiatives, resources, and support mechanisms (Chiu, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Among all the indicators, only one received a \u0026ldquo;high\u0026rdquo; verbal interpretation. This suggests that while efforts may be made to incorporate AI into curricular offerings, these efforts are not yet matched by sufficient support systems and implementation strategies. All the other indicators fall within the \u0026ldquo;low\u0026rdquo; category, highlighting several institutional gaps. The availability of AI-related resources, access to AI training and workshops for both students and faculty, and effectiveness in promoting AI collaboration and networking opportunities were particularly lacking. These limitations point to missed opportunities in preparing students and educators for active engagement with AI technologies and professional ecosystems (Fitria, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eMoreover, support for establishing AI-related industry partnerships and the communication of AI-related opportunities and advancements ranked relatively higher within the \u0026ldquo;low\u0026rdquo; range. This may reflect initial but underdeveloped efforts in building external linkages and informing the academic community about AI development. However, deeper issues are revealed by the very low ratings in satisfaction with institutional initiatives for AI research and projects and financial support or incentives for AI-related research and development, which suggest a lack of investment in fostering innovation and scholarship in AI fields.\u003c/p\u003e \u003cp\u003eOf particular concern is the low rating for receptiveness to feedback on AI-related support improvements, which indicates possible gaps in participatory governance and institutional responsiveness. Taken together, these findings underscore the need for Philippine private HEIs to adopt a strategic, systems-level approach, one that enhances AI infrastructure, invests in capacity-building, supports research, and fosters industry collaboration (Omenka et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Jackman et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). For creative disciplines, this is especially urgent, as the absence of institutional readiness may hinder students' ability to engage meaningfully with AI in future creative work environments. Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e provides a summary of the analysis of perceived institutional support for AI integration.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePerceived Institutional Support of AI Usage\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndicators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStandard Deviation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eVerbal Interpretation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eRank\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAvailability of AI-related resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInstitutional support for AI integration in academic courses\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAccess to AI training and workshops for students and faculty members\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSatisfaction with institutional initiatives for AI research and projects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1.92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEffectiveness in promoting AI collaboration and networking opportunities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFinancial support or incentives for AI-related research and development\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1.91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSupport for establishing AI-related industry partnerships\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunication of AI-related opportunities and advancements\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReceptiveness to feedback on AI-related support improvements\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.09\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOverall Statistic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003e\u003cb\u003eStatistical Limits\u003c/b\u003e: Very High: 3.25\u0026ndash;4.00; High: 2.50\u0026ndash;3.24; Low: 1.75\u0026ndash;2.49; and Very Low: 1.00\u0026ndash;1.74\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTo substantiate the aforementioned discussions, thematic analysis reveals the following themes: (1) AI as a catalyst for efficiency and creativity; (2) concerns about over originality and artistic integrity; (3) impact on industry and job security; and (4) ethical and copyright considerations. Accordingly, the integration of AI in creative courses reflects a mix of enthusiasm, skepticism, and critical reflection by the participating students.\u003c/p\u003e \u003cp\u003eThe first theme focused on how the students perceived the role of AI in increasing efficiency and supporting creativity. AI tools were credited for automating tedious and time-consuming tasks, such as in-between, allowing students and creative professionals to focus on higher-level creative decisions. Notably, students are aware of how processes that previously required hours of manual work could now be completed in minutes. Beyond speed, AI was also seen as a way to enhance productivity and broaden creative horizons. It enables users to generate backgrounds rapidly and experiment with various styles and effects that they might not have previously considered. For beginners, AI decreases technical barriers by simplifying complex animation techniques, making the medium more accessible to newcomers.\u003c/p\u003e \u003cp\u003eMoreover, the second theme highlights the concerns regarding the originality and artistic integrity that emerged prominently in using or being dependent on AI. One noted that such works tend to look the same and lack the personal touch that defines traditional approaches in the creative industry. Moreover, ethical questions also arose, particularly around the data sets used to train AI models. This can be related to most of the AI models being trained with Western datasets. There are limitations on other races and cultures.\u003c/p\u003e \u003cp\u003eFurthermore, the third theme went beyond creativity and into the realm of job security and industry evolution. Students expressed concern that AI might displace traditional creative professionals, especially if companies opt to prioritize efficiency and cost-effectiveness over human artistry. While others viewed this situation with cautious optimism, recognizing that AI may open up new opportunities for collaboration between humans and machines.\u003c/p\u003e \u003cp\u003eThe last theme revolves around the discourse of ethical and legal considerations. Concerns about intellectual property and ownership were prevalent. For instance, some of the participating students wondered whether an AI-generated image created in their style would legally or ethically belong to them. The potential for plagiarism was also raised, as AI-generated works may too closely resemble existing artworks, intentionally or unintentionally. These concerns highlight the urgent need for updated regulations and ethical standards to protect the rights of creators in the age of AI. Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e provides a summary of the thematic analysis performed with the open-ended question.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eResults of Thematic Analysis\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDescriptions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eExcerpts\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e1. AI as a Catalyst for Efficiency and Creativity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAutomation of tedious tasks\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAI makes in-between so much faster-what used to take hours can now be done in minutes.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEnhancing workflow speed and productivity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI use AI tools to generate backgrounds quickly, which saves me a lot of time.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFacilitating experimentation with styles and effects\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIt\u0026rsquo;s interesting how AI can suggest different art styles we might not have considered.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLowering technical barriers for beginners\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFor someone new to this field, AI helps simplify complex techniques.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e2. Concerns Over Originality and Artistic Integrity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePotential loss of artistic uniqueness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eI feel like AI-generated art all looks the same; it lacks that personal touch.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOverreliance on AI-generated content\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIf we depend too much on AI, will we lose the ability to animate from scratch?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEthical concerns regarding AI training datasets\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eWho owns the rights to AI-generated images if it\u0026rsquo;s trained in other artists\u0026rsquo; work?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFear of homogenized aesthetics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAI styles are cool, but sometimes they feel repetitive and generic.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e3. Impact on Industry and Job Security\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDisplacement of traditional animators\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eWhat if AI takes over jobs? Some companies might prefer AI-generated animation over hiring real artists.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eChanging skill sets and the need for AI literacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eWe might need to adapt learning how to use AI will be essential for future creative professionals.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNew opportunities for hybrid AI-human collaboration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMaybe the future isn\u0026rsquo;t AI replacing us, but us working alongside AI.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUncertainty about AI\u0026rsquo;s long-term role in the industry\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eRight now, AI is just a tool, but what happens when it becomes more advanced?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e4. Ethical and Copyright Considerations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAI-generated work and intellectual property concerns\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIf AI makes something based on my style, does that mean I own it?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRisk of plagiarism in AI-generated animations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThere have been cases where AI-generated art looks too like existing works.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNeed for clearer policies on AI usage in animation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eWe need rules on how AI is used in industry, what\u0026rsquo;s fair, and what isn\u0026rsquo;t?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eDrawing from the findings of this study, it offers valuable insights into the extended TAM, particularly in the context of AI integration in creative education. This study highlights additional contextual factors in terms of institutional readiness, instructional readiness, and conceptual awareness as perceived by the students. The high level of conceptual awareness and understanding among students suggests that prior knowledge and exposure to the broader implications of AI (e.g., ethical issues, career impact, and societal transformation) influence their openness to using AI in educational and professional contexts. This finding supports the inclusion of awareness and perceived relevance as potential constructs in an extended TAM framework, particularly in disciplines where creativity and human-AI collaboration intersect. The low instructional and institutional readiness observed reveals that students\u0026rsquo; acceptance of AI is dependent not solely on the technology itself but also on the learning environment, including access to AI tools, faculty support, curriculum integration, and institutional initiatives. These align with the concept of facilitating conditions, which has been integrated into the TAM. By doing so, this study reinforces the importance of such external variables in influencing behavioral intention and actual use in educational settings. Finally, in creative disciplines, where the role of AI is not only functional but also collaborative and interpretive, the study suggests that constructs such as perceived creative compatibility and ethical trust may also be important extensions of the TAM framework. These dimensions consider how AI aligns with the user\u0026rsquo;s creative processes and values, adding a layer of nuance to the standard TAM assumptions.\u003c/p\u003e"},{"header":"CONCLUSIONS \u0026 RECOMMENDATIONS","content":"\u003cp\u003eIn higher education, which offers creative courses and programs, this study provides valuable insights for rethinking curricula, reimagining instructional practices, and strengthening institutional support to prepare graduates not only to harness AI\u0026rsquo;s potential but also to navigate its risks responsibly and ethically. On the basis of the salient findings, it is evident that students demonstrate a high level of awareness and conceptual understanding of AI. However, a notable gap in practical application and field-specific integration exists, especially within creative disciplines such as animation, design, and multimedia arts. These disciplines, which are increasingly being shaped by AI tools and processes, require not only conceptual literacy but also hands-on experience and real-world exposure to AI technologies. Furthermore, instructional readiness remains limited. This limitation may hinder students' preparedness to navigate AI-enhanced creative workflows, where generative tools, intelligent automation, and adaptive design systems are becoming industry standards. In addition, institutional support structures remain underdeveloped or fragmented.\u003c/p\u003e \u003cp\u003eIn light of these findings, there is an urgent need for a comprehensive, strategic response to move forward in the integration of AI in the educational services provided by the institution. Accordingly, curriculum enhancement should prioritize the integration of AI concepts into both general and discipline-specific subjects, with a strong focus on project-based and interdisciplinary learning. Faculty members must be empowered through continuous professional development and capacity-building programs that focus on the pedagogical and technical dimensions of AI. Simultaneously, the institution must invest in infrastructure and resource development, foster partnerships with AI-driven creative industries, and create supportive mechanisms for research and innovation.\u003c/p\u003e \u003cp\u003eBy closing the gap between conceptual understanding and practical application and by aligning instructional and institutional systems with the evolving needs of the creative industry, the institution can ensure that its graduates are not only aware of AI but also fully equipped to thrive in a digitally transformed creative workforce where AI functions as a powerful tool and collaborative partner. This alignment ultimately enables the institution to lead in shaping future-ready creative professionals who are critically informed, ethically grounded, and technologically agile.\u003c/p\u003e "},{"header":"Declarations","content":"\u003cp\u003eWe confirm that all individuals who participated in the questionnaire/study provided informed consent prior to their participation. Participants were clearly informed about the purpose of the study, the voluntary nature of their involvement, and their right to withdraw at any time. Written consent was obtained from all participants in accordance with the study\u0026rsquo;s ethical guidelines and applicable research standards.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eCRediT authorship contribution statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eHamil Buyco: Conceptualization, Methodology, Investigation, Analysis, Writing - Original Draft, Funding Acquisition\u003c/p\u003e\n\u003cp\u003eJay R San Pedro: Conceptualization, Methodology, Formal Analysis, Resources, Writing - Review \u0026amp; Editing, Visualization, Supervision, Project Administration, Funding Acquisition, Funding sources\u003c/p\u003e\n\u003cp\u003eThis research was supported by the Office of Research and Development of the Information \u0026amp; Communications Technology Academy (iACADEMY) as part of its internal research funding initiative.\u003c/p\u003e\n\u003cp\u003eDeclaration of generative AI and AI-assisted technologies in the writing process\u003c/p\u003e\n\u003cp\u003eDuring the preparation of this work, the authors used ChatGPT to refine the readability of the manuscript. After using this tool/service, the authors reviewed and edited the content as needed and took full responsibility for the content of the publication.\u003c/p\u003e\n\u003ch2\u003eDeclaration of Interest\u003c/h2\u003e\n\u003cp\u003eThe researchers declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this study.\u003c/p\u003e\n\u003ch2\u003eAcknowledgments\u003c/h2\u003e\n\u003cp\u003eThe researchers would like to express their sincere gratitude to the administration, faculty, and students of the participating Philippine private higher education institution for their cooperation and support throughout the conduct of this study. 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Appl Comput Eng 51(1):104\u0026ndash;111\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Information and Communications Technology Academy","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"artificial intelligence, higher education, creative disciplines, instructional readiness, institutional support","lastPublishedDoi":"10.21203/rs.3.rs-9037619/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9037619/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe growing accessibility of artificial intelligence presents both significant opportunities and pressing challenges in various industries and sectors of society, particularly within creative disciplines. Concerns over job displacement, ethical implications, and intellectual property rights underscore the responsibility of learning institutions to prepare learners for a future driven by digital disruptions. By utilizing a cross-sectional descriptive research design, this study examines institutional and instructional readiness in integrating artificial intelligence in creative courses. Students pursuing creative courses were selected from a private higher education institution in the Philippines. The findings reveal that while students demonstrate a high level of awareness and conceptual understanding of artificial intelligence, institutional readiness remains limited, particularly in areas such as faculty capacity, pedagogical practices, and systemic support mechanisms. These results highlight the urgent need for strategic interventions, including curriculum enhancement, faculty development initiatives, and infrastructure investments, to establish sustainable artificial intelligence-integrated learning environments. Thus, the study underscores the importance of aligning educational systems with technological advancements to equip creative professionals with the competencies and skills necessary to thrive in an increasingly digital world.\u003c/p\u003e","manuscriptTitle":"Institutional and Instructional Readiness for Artificial Intelligence Integration in Creative Course Offering","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-18 06:24:22","doi":"10.21203/rs.3.rs-9037619/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"fc26567a-6545-4efe-b32d-77df86e22aa9","owner":[],"postedDate":"March 18th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-03-18T06:24:22+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-18 06:24:22","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9037619","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9037619","identity":"rs-9037619","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}