ABSTRACT
The rapid emergence of Generative Artificial Intelligence (GenAI) presents a transformative yet disruptive force in education. For adult educators in developing countries such as the Philippines, GenAI offers potential solutions to longstanding challenges, including limited resources and diverse learner needs, while enhancing curriculum development, teaching, and assessment. This study examines the current utilization of GenAI among adult educators in the Philippines and identifies critical capacity development needs. Drawing on the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework, the research analyzes motivational drivers and professional competencies required for effective GenAI adoption. The study employs a descriptive research design using data from the international survey on AI in education conducted by the Asia-Europe Meeting (ASEM) for Lifelong Learning. Quantitative and qualitative data from Philippine respondents were analyzed alongside secondary literature to provide contextual depth. Findings reveal that while awareness of GenAI's potential is increasing, actual adoption remains limited. Barriers such as inadequate digital infrastructure, high implementation costs, and insufficient professional development constrain effective use.
