As social engineering threats continue to evolve, equipping learners with the skills to recognize and respond to digital manipulation has become a critical component of digital citizenship education. This paper explores the use of Microsoft Copilot—an AI-powered assistant—as a tool for generating instructional content that enhances awareness of social engineering tactics within digital learning environments. By integrating Copilot into the instructional design process, educators can rapidly produce scenario-based learning modules, phishing simulations, ethical discussion prompts, and adaptive assessments tailored to diverse learner profiles. The study presents a framework for human-AI collaboration in content creation, emphasizing pedagogical alignment, personalization, and scalability. Through case examples and prototype lesson plans, the paper demonstrates how Copilot can support educators in developing engaging, context-aware materials that foster critical thinking and digital resilience. This approach not only streamlines curriculum development but also positions generative AI as a strategic partner in advancing cybersecurity education across formal and informal learning contexts).

The rapid advancement of large language models (LLMs) such as ChatGPT, Claude, and Gemini presents new opportunities for personalized education. These AI systems are capable of tailoring learning experiences, providing instant feedback, and supporting self-paced study. However, questions remain regarding their pedagogical effectiveness, ethical implications, and alignment with educational goals. This study explores the opportunities and challenges of integrating LLMs into personalized learning environments in higher education. Using a mixed-method approach that combines experimental use of LLM-based tutoring with surveys and interviews of students and educators, the research evaluates their impact on engagement, learning outcomes, and inclusivity. Findings are expected to contribute to the discourse on AI in education while supporting the United Nations’ Sustainable Development Goal 4 (Quality Education), particularly in promoting inclusive and equitable access to learning opportunities through emerging technologies.

Cybersecurity literacy is increasingly vital in higher education, yet traditional teaching methods often fail to sustain student engagement. This paper introduces Aegis Academy, an AI-driven gamified learning platform that uniquely integrates adaptive feedback mechanisms with game-based elements to enhance cybersecurity awareness and skills. Unlike existing systems, Aegis Academy combines real-time personalization, rolebased analytics, and modular gamification tailored for academic settings. A pilot study involving 100 students and 20 instructors demonstrated significant improvements in phishing awareness (+22 %), overall scores (+18 %), and module completion rates (87% vs. 64%). Students rated the platform highly for engagement and learning impact, while instructors reported strong pedagogical alignment and usability. The platform supports Sustainable Development Goal 4 (SDG 4) by promoting inclusive, equitable, and engaging digital education. These findings suggest that Aegis Academy offers a scalable and effective model for cybersecurity instruction in higher education.

In the digital age, cybersecurity awareness is increasingly vital, especially for information technology (IT) students who will eventually design and manage secure systems. This paper presents CyberSAFE, a gamified web-based platform developed to enhance cybersecurity literacy through interactive modules, quizzes, and analytics dashboards. By integrating gamification with digital pedagogy principles, the platform promotes engagement, tracks learning progress, and identifies knowledge gaps in real time. A developmental-evaluative research methodology was employed, using pre- and post-tests, survey data, and system-generated analytics. Results indicate that students demonstrated measurable gains in cybersecurity knowledge, supported by positive perceptions of the platform’s usability, content relevance, and motivational impact. On a 5-point Likert scale, mean survey ratings exceeded 4.5, reflecting high acceptance and perceived effectiveness. These findings suggest that CyberSAFE can improve cybersecurity literacy while contributing to the Sustainable Development Goals (SDG 4: Quality Education and SDG 9: Industry, Innovation, and Infrastructure).

With the upcoming changes brought about by Artificial Intelligence (AI) to the field of education, teaching AI literacy and digital competency to educators has emerged as an imperative. Based on proposed and empirically-supported research, this paper outlines a multi-level training model that is aligned to Sustainable Development Goal 4: Quality Education and where the AI awareness and pedagogical integration is placed as a basis. Through this proposed model that adopts a multimethodological approach comprising a review of relevant literature and surveys and interviews among educators, major milestones regarding the implementation of vital training competencies among teachers before and after being hired have been discovered. These facts reveal that when it comes to awareness of tools available, high-level awareness has been discovered to exist among them but when it comes to confidence and preparedness in ethical practices, poor awareness has been observed.

In the evolving landscape of education, artificial intelligence (AI) is reshaping traditional pedagogical models and redefining the roles of teachers and students. This paper explores the transformative potential of Microsoft Copilot Vision, a multimodal AI tool, in enhancing teacher-student interaction and promoting educational equity. By integrating visual AI capabilities into classroom practices, educators can create more dynamic and adaptive learning environments that can personalize instruction, provide real-time feedback, and support diverse learning needs. The study examines how Copilot Vision facilitates inclusive learning environments, particularly for students with disabilities, language barriers, or limited access to resources. It also investigates the shifting role of teachers-from content deliverers to facilitators of AI-enhanced learning-and the ethical considerations surrounding human-AI collaboration in education. Anchored in the framework of Sustainable Development Goal 4 (SDG4), which advocates for inclusive and equitable quality education, this research highlights the opportunities and challenges of deploying AI vision tools to bridge learning gaps and foster meaningful engagement in the digital classroom setup.

Navigating to find attractions can be challenging for tourists due to the lack of navigation websites that pinpoint any tourist attractions within Metro Manila. The lack of navigation websites may lead to fewer tourists visiting the place and hinder tourism in the area. To resolve this issue, the researchers developed ‘SpotN’Go: An interactive web-based platform promoting the best places to visit in the city of Manila.' This website promotes various attractions including historical sites, old churches, and parks where visitors can enjoy their visit. By blending educational content with an entertaining format, the platform helps users understand the history and appreciate the beauty of the places they visit. The study uses an Input-Process-Output (IPO) design. Users (input) provide information and feedback throughout development. This information is used to improve the web platform (process), which showcases Manila's attractions. The enhanced platform is then beta tested (output) to identify and fix errors before the final launch. A survey assessed the system's quality using the FURPS model (Functionality, Usability, Reliability, Performance, Supportability). Public users (tourists) rated it ‘Strongly Agree’ overall, while IT administrators rated it ‘Agree’ across all aspects (average score: 4.06). This suggests the system meets its goals for both user groups. The study concludes that SpotN'Go successfully achieved its goals by creating a web platform that showcases Manila attractions through information, videos, photos, and maps. The researchers recommend further development to promote various tourist spots that will have a positive impact on Philippine tourism and tourist attractions.

The adoption of innovative technologies is critical for improving teaching practices and student learning outcomes. Among these, artificial intelligence (AI) is emerging as a transformative tool capable of reshaping traditional educational paradigms. ChatGPT, a sophisticated language model developed by OpenAI, offers numerous opportunities for educators to enhance pedagogical effectiveness and streamline lesson preparation processes. This study explores the efficacy of ChatGPT in lesson preparation by surveying and interviewing teachers at Dr. Josefa Jara Martinez High School in the Philippines. It aims to understand their attitudes towards and experiences with integrating ChatGPT into their teaching practices. Despite the promising potential of AI in education, the adoption of such technologies in the Philippines faces significant barriers, including limited awareness, access issues, and concerns about technology integration. The findings reveal that while teachers recognize the benefits of using ChatGPT, such as improved efficiency and personalized instruction, challenges like lack of training and ethical concerns remain prevalent. The study underscores the need for comprehensive professional development programs and robust ethical guidelines to support the effective and responsible use of AI tools in education. The results show that teachers have a wide range of opinions, but many of them agree that ChatGPT has the potential to make lesson planning easier, offer individualized learning resources, and keep students interested in class. On the other hand, issues with consistency with curriculum requirements, dependability, and general efficacy were also apparent. The study sheds light on the challenges associated with integrating AI into education and makes recommendations for professional development, focused assistance, and ethical considerations to help high schools adopt AI technologies responsibly. Teachers can optimize learning experiences, improve teaching effectiveness, and give students the tools they need to succeed in the digital age by tackling these issues and utilizing AI's transformative potential.