Mike Haizon M. David | Searcharxiv

arXiv2026

Barriers and Enablers of Online Instruction in Hospitality Education in the Philippines: An Exploratory Study

This study examined the barriers and enablers of online instruction in hospitality education. A sequential exploratory design was implemented with hospitality teachers from both public and private higher educational institutions in the Philippines. Thematic analysis of interviews identified four key themes: technological barriers, pedagogical challenges, institutional and personal support, and integration of artificial intelligence (AI). These themes were transformed into survey constructs and tested for reliability. Pedagogical challenges, including difficulties in teaching hands-on subjects and sustaining student engagement, emerged as the most critical concerns. Technological barriers such as unstable internet and limited devices were moderately rated, while institutional and personal support received mixed evaluations. Teachers viewed AI integration as helpful but also expressed caution and emphasized the need for training. Reliability analysis showed acceptable to good internal consistency across constructs. The findings highlight the importance of strengthening pedagogical training, providing clear institutional support, and fostering responsible competence in AI use. Future studies should validate these results with larger and more diverse samples.

cs.CY↗

arXiv2025

Dependency on Meta AI Chatbot in Messenger Among STEM and Non-STEM Students in Higher Education

To understand the potential dependency of tertiary students regarding Meta AI in the academic context. This descriptive cross-sectional study surveyed 872 tertiary students from public and private institutions in Luzon, Philippines. Demographic information and perceptions on Meta AI dependency based on existing literature were collected. Descriptive statistics were used to summarize the data and differences between STEM and non-STEM students were analyzed using the Mann-Whitney U test. The results indicate a nuanced perspective on Meta AI chatbot use among students. While there is general disagreement with heavy reliance on the chatbot for academic tasks, psychological support, and social factors, there is moderate agreement on its technological benefits and academic utility. Students value the Meta AI convenience, availability, and problem-solving assistance, but prefer traditional resources and human interaction for academic and social support. Concerns about dependency risks and impacts on critical thinking are acknowledged, particularly among STEM students, who rely more on chatbots for academic purposes. This suggests that while Meta AI is a valuable resource, its role is complementary rather than transformative in educational contexts, with institutional encouragement and individual preferences influencing usage patterns. Students generally hesitate to rely heavily on meta-AI chatbots. This reflects a preference for traditional resources and independent problem-solving. While students acknowledge AI chatbots academic benefits and technological convenience, concerns about overreliance and its impact on critical thinking persist, particularly among STEM students, who appear more inclined to integrate these tools into their studies.

cs.CY↗