Leading Higher Education in the Age of Artificial Intelligence: Administrative Practices at University of Perpetual Help System JONELTA
TL;DR
The study concludes that strengthening administrators’ AI competencies through continuous professional development, AI training, governance policies, and institutional capacity-building initiatives can enhance responsible AI adoption and administrative effectiveness.
Abstract
The rapid advancement of Artificial Intelligence (AI) has transformed higher education administration, requiring institutions to strengthen leadership capacity, technological readiness, and responsible governance. This study aimed to examine the administrative practices of higher education institutions in the age of Artificial Intelligence at the University of Perpetual Help System JONELTA (UPHS JONELTA). It was anchored on Transformational Leadership Theory and the Technology Acceptance Model (TAM) to understand leadership practices, technology acceptance, and AI integration. The study employed a descriptive-quantitative research design involving 89 administrators from UPHS JONELTA campuses. Data were collected using a structured survey questionnaire and analyzed through descriptive statistics, independent samples t-test, one-way ANOVA, simple linear regression, and multiple regression analysis. Findings revealed that administrators demonstrated a high level of AI readiness and usage, with strategic leadership obtaining the highest rating. AI readiness and usage were also perceived to have a high impact on administrative practices, particularly in decision-making efficiency, operational efficiency, communication and collaboration, and strategic planning. Results further showed that AI readiness and usage significantly predicted administrative practices, with strategic leadership and data-driven decision-making identified as significant predictors. The study concludes that strengthening administrators’ AI competencies through continuous professional development, AI training, governance policies, and institutional capacity-building initiatives can enhance responsible AI adoption and administrative effectiveness. The study supports SDG 4 (Quality Education) by contributing to improved educational leadership and institutional capacity, and SDG 16 (Peace, Justice, and Strong Institutions) through its emphasis on responsible governance, ethical AI integration, and accountable decision-making. Its sustainability impact lies in promoting institutional and digital sustainability by strengthening leadership, policies, and practices needed for long-term AI-enabled transformation in higher education.