Qualitative Analysis of College Teachers’ Practices Using ChatGPT to Develop Educational Materials and the Introduction of the TEACH Framework for Effective AI Integration

This study investigates how tertiary faculty members at a private university in the Philippines utilize ChatGPT to develop educational materials, focusing on their lived experiences and strategic adaptation. Employing a qualitative descriptive research design, data were collected from experienced faculty members through open-ended narrative responses. Thematic analysis was applied to identify recurring patterns in material generation, adaptation mechanics, and ethical considerations. Results indicate that educators leverage ChatGPT to produce a wide array of resources, including quizzes, lesson slides, rubrics, and LaTeX-formatted math problems, effectively reducing preparation time from hours to minutes. However, integration is not passive; participants utilized rigorous adaptation mechanics involving systematic fact-checking against established academic sources to mitigate AI hallucinations and conditioning the model with course-specific content. The findings highlight that while ChatGPT enhances creative ideation and professional efficiency, maintaining a distinct personal “teaching voice” and ensuring ethical transparency are central to their practice. Participants viewed AI as a structural scaffold requiring expert human mediation rather than a standalone replacement. Based on these qualitative insights, the study introduces the TEACH framework (Target, Expand, Assess, Customize, Highlight) as a structured, actionable guide for responsible AI-assisted instructional development. This framework underscores a human-AI-human collaborative cycle, which ensures that AI integration remains pedagogically sound, contextually relevant, and ethically grounded within the landscape of Philippine higher education.