Artificial Intelligence (AI) is increasingly transforming educational practices by enhancing access to information, supporting personalized learning, and improving student engagement. However, despite its growing integration in classrooms, there remains limited understanding of how Senior High School students in local contexts experience and perceive the use of AI in their learning. This qualitative study employed a phenomenological approach to examine the experiences of Senior High School students in adopting Artificial Intelligence (AI) in education at North Valley College Foundation Inc. Specifically, the research evaluated student engagement with AI tools, the ways these technologies support learning, and their perceived impact on educational experiences. Data were collected through in-depth interviews (IDI) with five (5) participants and focus group discussions (FGD) with an additional five (5) participants, all selected via purposive sampling. The findings indicate that students use AI both as a source of knowledge and as a learning support tool that enhances understanding, task completion, and engagement. While participants recognized the benefits of AI in facilitating learning and improving efficiency, concerns were raised regarding credibility, ethical use, and potential overdependence. Despite the increasing integration of AI in education, few studies have investigated the lived experiences of Senior High School students in private schools in North Cotabato. This study addresses this gap by providing localized insights into students’ perceptions and experiences with AI in education. The results contribute to the expanding body of research on AI in education and may inform future research and educational practices involving AI technologies.

Keywords: Artificial Intelligence in Education (AIEd), student experiences, phenomenological research, senior high school students, learning engagement, AI-supported learning.