Asian Research Journal of Mathematics

Artificial intelligence (AI) is rapidly shifting the status quo of mathematics education and technology integration in the classroom, yet discipline-specific evidence on teachers’ AI-informed technology knowledge remains limited in the Philippine context. This study examined professional correlates of Artificial Intelligence–informed Technological, Pedagogical, and Content Knowledge (AI-TPACK) among public secondary mathematics teachers in the DepEd Schools Division of Northern Samar, Philippines (SY 2025–2026). Using a cross-sectional descriptive-correlational survey, 215 teachers were proportionally randomly sampled from 457 eligible teachers. A structured questionnaire gathered professional profile data and measured AI-TPACK using a mathematics-specific 16-item scale across AI-Technological Knowledge (AI-TK), AI-Technological Content Knowledge (AI-TCK), AI-Technological Pedagogical Knowledge (AI-TPK), and AI-Technological Pedagogical Content Knowledge (AI-TPCK). Results indicated that teachers’ AI-TPACK levels were generally Knowledgeable (M = 3.68, SD = 0.88). Educational attainment and teaching position were not significant correlates. Years of teaching experience showed small but significant negative correlations with overall AI-TPACK (r = −0.238, p < .001). In contrast, relevant AI/ICT training exposure was positively correlated with overall AI-TPACK (rₛ = 0.304, p < .001). Access to AI technology emerged as the strongest correlate, showing moderate positive associations with overall AI-TPACK (rₛ = 0.523, p < .001). The findings suggest that strengthening AI-TPACK in resource-constrained divisions requires sustained, needs-based training and more equitable access to AI tools.