Date
4-7-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Daniel Baer
Keywords
Artificial Intelligence, AI, Education, Ethics, Ethical, High School, Public School, Instructional Practice, TPACK, transcendental phenomenological
Disciplines
Education
Recommended Citation
Bagwell, Jan David, "A Transcendental Phenomenological Study on the Ethical Use of Artificial Intelligence in Instructional Practice" (2026). Doctoral Dissertations and Projects. 8032.
https://digitalcommons.liberty.edu/doctoral/8032
Abstract
The purpose of this transcendental phenomenological study was to understand the instruction of the ethical use of artificial intelligence through the lived experiences for teachers at Little Texas High School, North Carolina. The theory guiding this study was Mishra and Koehler’s technological pedagogical content knowledge theory, which explains how teachers can use their knowledge of content, pedagogical practices, and technology to integrate the three skill sets to best instruct their students. This framework aligns with the ethical use of artificial intelligence because it recognizes artificial intelligence as a technological tool that can be used with a teacher’s content knowledge to provide the best instructional practice for their students. The Central Research Question was: What are the lived experiences for high school teachers regarding instructing students on the ethical use of artificial intelligence? The methodology employed a transcendental phenomenological design, with a sample drawn from a selection of high school teachers. The data was collected through interviews, focus groups, and journal prompts. The analysis approach followed Moustakas’s methodology. The findings revealed that teachers describe the ethical use of artificial intelligence as requiring intentional instruction, clear expectations, and verification of content generated by artificial intelligence. Participants emphasized that uncertainty about artificial intelligence school policies and inconsistent guidance contributed to inconsistency across classrooms. Overall, the study found that effective ethical use of artificial intelligence occurs when teachers intentionally integrate technological, pedagogical, and content knowledge within their classroom practice.
