http://breakthefakemovement.com/

Break the Fake Movement, Manila (2026)

18/09/2026

Ms. Sagnayo Apaling, Principal I of Besao Central School, continues to prove that learning does not stop with age or experience. At 56, she remains open to new ideas and opportunities that can help strengthen teaching and school leadership in an increasingly digital world.

“AI is here to stay. I'm 56. Sabi ko sa mga kasama ko, huwag tayong magpapaiwan. Kasi kailangang hahabol tayo,” she shared, emphasizing the importance of adapting to technological changes.

Her participation in the AI Ready ASEAN Programme introduced practical ways of integrating AI into school processes. She began using AI to support the localization and contextualization of lessons and reports, ensuring that learning materials remain aligned with local priorities, municipal development goals, and other school initiatives.

“As an Indigenous Peoples community member, I found the modules practical and empowering—something I could immediately apply to improve lesson reviews, assessments, and how our school connects with the community,” she said. Beyond improving efficiency, she also uses AI to validate information, cross-check data, and guard against misinformation before it reaches learners and the wider community.

Her experience in the AI Ready ASEAN Programme, implemented by Break The Fake Movement in partnership with the ASEAN Foundation and carried out in collaboration with the Department of Education through Project AGAP.AI, reinforced her commitment to making technology more accessible and relevant to her community. For Sagnayo, embracing AI means ensuring that schools remain connected to both innovation and the people they serve.

18/09/2026

Mr. Mark Vincent R. Tapan, a Senior High School student at San Jose Pili National High School, is among the schoo participants who explored artificial intelligence through the AI Ready ASEAN Programme. Even before joining, he had already been using AI for research and school assignments, gradually integrating it into his learning process.

His interest in technology pushed him further to explore how AI can support innovation. In Grade 11, he developed a robotic trash bin that can automatically segregate wet and dry waste—an initiative that encouraged fellow students to dispose of trash properly. With his exposure to AI, he began to see how these tools could extend beyond academics to support practical solutions within the school community.

“Ginagamit ko lang po yung AI for my research… tapos now po, I can use AI for something technological, like robotics po,” he shared. “Ngayon pong Grade 12… mas lalo po akong natuto na mas mai-e-enhance ko po yung skills ko about technology na maaaring maging guide ko po yung AI po.” Through the program, Mark Vincent shared that his understanding of AI deepened, especially in how it can be used alongside critical thinking. He became more confident in developing ideas, seeing AI not just as a source of answers but as a tool that can guide innovation and problem-solving.

“Make AI as your guide, not a replacement,” he added. As students like him engage with initiatives supported by Break The Fake Movement and the Department of Education through Project AGAP.AI, his experience highlights how AI can help young learners build solutions that extend beyond the classroom and into their communities.

18/09/2026

🇵🇭 Proud moment for the BTFM community! Our Founder and President, Gab Billones, took the stage at Partner Summit 2026: AI-Bayanihan 2026, hosted by DICT-ILCDB in Davao City! 🎤

Isang buong araw ng talakayan tungkol sa AI readiness, digital workforce development, at responsible tech adoption sa Pilipinas, kasama ang mga leaders mula sa gobyerno, academe, at industry.

Gab's talk: "Bridging the AI Knowledge Gap: Redefining Literacy and Academic Integrity in the Digital Age" 📚🤖

Dito namin binigyang-diin na habang lumalago ang AI, mas kailangan nating palakasin ang critical thinking, media literacy, at digital responsibility, lalo na sa mga paaralan at komunidad. Kasi hindi puwedeng mauna ang teknolohiya kaysa sa kakayahan nating gamitin ito nang tama.

This is what Break the Fake Movement stands for. Isang Pilipinas kung saan walang maiiwan sa AI at digital literacy journey. 💪

Maraming salamat DICT-ILCDB at sa lahat ng partners para sa napakagandang exchange of ideas! Patuloy tayong magbayanihan para sa mas ligtas at may-kaalamang digital future. 🇵🇭✨

17/09/2026

Ms. Kimberly Galoso, a parent and teacher, turned to artificial intelligence as a practical tool for managing some of her everyday responsibilities at home. Through the AI Ready ASEAN Programme, she learned how AI can provide useful ideas and assistance while still leaving important decisions in the hands of the people using it.

“Nagbago po ang pananaw ko sa AI dahil sa AI Class ASEAN. Kasi kung magiging responsable tayo sa paggamit, ‘yung ating mga gawain as a parent and as a teacher, matutulungan tayong mag-grow ni AI. Na kung saan, although may AI, meron pa rin kailangan tayong i-set na boundary. Ang AI, katuwang lang siya, pero not totally na siya na yung gagawa ng lahat,” she shared.

For Kimberly, AI has become useful even in simple household tasks, particularly when preparing meals with limited ingredients. She also found it helpful for practical concerns, such as finding ways to remove stains from clothes.

“Sa mga gawaing bahay, like for example sa mga recipe. Especially po kung ang available mo lang po na ingredients ay limitado. Magaling din si AI magbigay ng idea din po. Mga hack, meron din pong binibigay na idea si AI,” she said.

Through the AI Ready ASEAN Programme, Kimberly developed a more balanced perspective on AI. For her, the technology can be a useful companion in managing everyday responsibilities, as long as people remain in control of how they use it.

17/09/2026

Mr. Vicente T. Defeo, a Junior High School teacher at Gatbo National High School, is one of the teacher among the Department of Education participants who explored artificial intelligence through the AI Ready ASEAN Programme. In his classroom, he observed how students hadhave already begun integrating AI into their learning, even before formal materials were available.

He shared that in the absence of textbooks, his students would turn to AI to research and generate responses aligned with their lessons. This allowed him to see how AI can support learning when guided properly, especially when students use it to complement classroom discussions.

“Ang AI is not about replacing human creativity. It empowers teachers and students to learn, create, and solve problems in smarter and more meaningful ways,” he said. “Yung bawat module mai-a-apply po natin sa pang-araw-araw natin na buhay… Ito nga nag-e-encourage sa eskwelahan na i-embrace natin yung innovation while promoting responsible and ethical use of technology.”

Through the sessions and modules, Vicente recognized how AI can help both teachers and students prepare for the future. He noted that the lessons were practical and relevant, shaping how schools can begin to integrate AI into everyday teaching and learning.

As the program is rolled out to educators through the Break The Fake Movement, in collaboration with the Department of Education under Project AGAP.AI, Vicente saw how guided learning about AI can support both teachers and students. For him, it is not just about using AI in class, but about helping learners understand it and apply it responsibly in their daily lives.

16/09/2026

Ms. Kaia Mariah V. Lomeda, a Junior High School student at Milaor National High School, is among the student participants who explored artificial intelligence through the AI Ready ASEAN Programme. Before joining the course, she viewed AI as a tool mainly used for answering questions and generating content. However, her perspective changed after discovering its broader applications in learning.

“My experience during the training was engaging because the lessons were easy to follow,” she shared. “It was enjoyable as well because I did the training with my friends and classmates.” Beyond the collaborative experience, she learned practical skills such as writing more effective prompts, evaluating AI-generated information, and using AI to support creativity, research, and learning.

The training also changed how she incorporates AI into her daily academic activities. Instead of relying on it simply to provide ideas, she now uses it to better understand lessons, organize information, and strengthen her writing skills. At the same time, she became more mindful of the need to verify information, recognizing that AI can sometimes generate inaccurate responses.

“Through this training, AI Class ASEAN taught me that AI is a tool that should support our learning, creativity, and critical thinking, not to replace them,” she said. This mindset has influenced how she approaches assignments, ensuring that her work continues to reflect her own understanding rather than relying entirely on technology.

For Kaia, the experience highlighted the importance of AI literacy, especially at a time when more students and community members are beginning to use these tools in their everyday lives. Through initiatives such as the AI Ready ASEAN Programme, she learned that AI can be a valuable partner in education when used responsibly and alongside critical thinking.

16/09/2026

Ms. Rechelle Joy Santana, a Master Teacher I at Sogod National High School, works with learners who have varying levels of access to technology. In her regular, open high school classes, some students share devices with their parents and siblings or rely on limited mobile data. For Rechelle, these circumstances make it important to ensure that her students are not left behind as technology becomes increasingly part of everyday life.
During her classes, Rechelle makes time to help students identify what is true and what is not, especially when internet access is limited. She uses recorded materials on the classroom TV to present examples and activities that allow her learners to practice identifying reliable information.

“In our school, I see students who can easily afford gadgets and internet access, while others have to think carefully before spending money on mobile data or borrowing a device. So, that difference should not determine who gets to participate and who gets left behind. My experience sa AI Ready ASEAN taught me that a teacher can become a bridge between opportunity and access. Here in Southern Leyte po, we may be far from major technology centers, and some of our learners may have fewer resources po, but being far from the city should never mean being far from the opportunity,” she said.

Rechelle also brings AI literacy beyond her classroom by finding ways for her TLE students to apply it to their activities and community-based projects. Her learners use AI for ideas and designs in beauty care activities, promotional materials, and income-generating projects. Through the AI Ready ASEAN Programme, implemented by Break The Fake Movement in partnership with the ASEAN Foundation and the Department of Education through Project AGAP.AI, she saw how AI literacy can reach learners in rural communities and give them opportunities to participate despite differences in access and resources.

15/09/2026

Ms. Joseca Ken Llosa, a mother of two and a high school teacher from the English Department of Calubian National High School, explored artificial intelligence through the AI Ready ASEAN Programme. As a mother, she wanted to better understand a technology that her children were already encountering in their everyday lives, while also finding ways to manage her responsibilities at home and at work.

Her perspective became especially meaningful when her nine-year-old son, Inigo, shared his concerns about AI replacing human workers. “Mama, I’m really frustrated and disappointed because I am afraid that AI will take over the human labor economy,” Inigo told her. As they talked about his concerns, what Joseca learned from the program helped her explain that AI still depends on people to provide information, give instructions, and make decisions.

For Joseca, AI also became a practical tool in managing the demands of raising her children on her own. “I’m a single mother din po, and I do things for at home, in school, and with my kids alone. So, I’m really having a hard time juggling my responsibilities, balancing my responsibilities at home and in school, especially with my kids at home. That’s why AI is a very big help for me. Utilizing the tools that I have learned from the AI Ready ASEAN Programme, especially AI Class ASEAN, really helped me a lot,” she shared.

Through the AI Ready ASEAN Programme, Joseca gained a better understanding of AI that she could apply both as a parent and in her daily responsibilities. What she learned also gave her the confidence to answer her son’s concerns and help him understand that AI can support people without replacing the value of human intelligence and judgment.

15/09/2026

Mr. Lysander L. Pastor Jr., a Grade 12 HUMSS student at Polangui General Comprehensive High School, is among the student participants who explored artificial intelligence through the AI Ready ASEAN Programme. Before joining the training, his understanding of AI was limited to chatbots and technologies designed to answer questions. He also believed that coding was reserved for professionals and individuals with strong computer backgrounds.

The experience challenged many of his assumptions. What began as an opportunity to complete a training course eventually became a learning experience that introduced him to AI, digital tools, and new approaches to problem-solving. More importantly, it showed him that learning technology can become more engaging when learners are willing to ask questions and try unfamiliar things.

“As a HUMSS student, mas naging malinaw sa akin kung gaano kahalaga ang pag-iisip nang mabuti bago maniwala o magbahagi ng impormasyon,” he shared. “Natutuhan kong ang pagiging AI-ready ay hindi lamang tungkol sa teknolohiya kundi tungkol din sa pagiging isang responsableng tao sa lipunan.”

His perspective on AI also changed. Instead of seeing it as a shortcut for obtaining answers, he began using it as a guide while continuing to rely on his own analysis and judgment. This approach became especially useful in research, reports, and other academic requirements, where he learned to examine information more carefully instead of accepting AI-generated responses at face value.

Through AI Ready ASEAN, locally implemented by Break The Fake Movement in collaboration with the Department of Education through Project AGAP.AI, Lysander discovered that AI and coding are not limited to students in technology-related fields. For him, the most valuable lesson was realizing that anyone can learn these tools regardless of their academic background, as long as they remain willing to explore, think critically, and use them responsibly.

14/09/2026

Mr. James Anthony Parido, a Senior High School student at Calbayog National High School and the SSLG Vice President, believes that artificial intelligence should strengthen learning rather than replace it. As a student leader, he recognizes both the growing influence of AI and the responsibility of guiding fellow students toward its responsible use.

"In my experience with the training and modules, I would say eye-opening on AI. In today's era, we should not use this type of innovation to forget how important our own knowledge is and how important it is to continue developing it, instead of becoming dependent on new technologies without fully understanding their real purpose," he shared.

His involvement in student leadership also allowed him to apply what he learned beyond the classroom. Through leadership training activities organized by the SSLG, he and his fellow student leaders began incorporating AI into administrative tasks and paperwork while emphasizing that the technology should serve only as a support tool.

"As Vice President of the SSLG, it is very important that student-based organizations like ours incorporate AI literacy. Many students today are becoming very dependent on AI because they see it as the easiest way to comply with school requirements," he added.

Rather than encouraging students to rely on AI to complete their work, he advocates using it as a guide to improve efficiency while preserving independent thinking. His experience in the AI Ready ASEAN Programme strengthened his commitment to promoting responsible AI use among student leaders and their wider school community.

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