Jul 2026· Education and Science· pp. 1-20· 0 citations· 54 references
TL;DR
Overall, the study highlights that administrators view AI not merely as a technical instrument but as a key driver of transformation-oriented leadership, with mean scores highest in the dimensions of innovative leadership and performance enhancement.
Abstract
Digital transformation in education is no longer merely a technological innovation; it is a process in which strategic leadership is being redefined. This research aims to examine school administrators' perceptions and attitudes toward artificial intelligence (AI) technologies, exploring the factors shaping these attitudes and their implications for institutional practices. Using a mixed-methods approach, the study collected quantitative data via surveys from 203 school administrators and conducted semi-structured interviews with 13 administrators who actively use AI technologies. Quantitative results showed that administrators displayed generally positive attitudes toward AI, particularly regarding its potential to improve efficiency and decision-making processes, with mean scores highest in the dimensions of innovative leadership and performance enhancement. However, lower scores were found in areas related to ethical awareness and data privacy. Qualitative findings further revealed that administrators perceive AI as a supportive tool for evidence-based management and communication, though they emphasized the need for institutional guidance and professional development. Overall, the study highlights that administrators view AI not merely as a technical instrument but as a key driver of transformation-oriented leadership.
Digital transformation in education requires school principals to integrate technology into learning processes and school management. This study aims to analyze principals' digital leadership patterns in supporting Coding and Artificial Intelligence learning at SMP Islam Al Azhar 26 Yogyakarta and SMP Islam Al Azhar 66 Bantul. This research employed a descriptive qualitative approach and the data were collected through interviews, observations, and documentation for data collection. The participants consisted of principals, vice principals for curriculum, and teachers. The findings reveal that both schools implement transformational digital leadership through establishing a digital vision, enhancing teacher competencies, providing technological infrastructure, and strengthening digital ethics. Similarities were found in the integration of CAI learning, teacher professional development, and technological support systems. Differences were identified in length of the program, implementation strategies, and human resource management. This study highlights the crucial role of digital leadership in supporting the successful implementation of coding and artificial intelligence learning in schools.
R. Putra, Lia Yuliana· Jurnal Pendidikan: Teori, Pe...· 0 citations
Purpose: The research in this study addresses the role of the adoption of artificial intelligence, the adoption of cloud computing, the institution's digital leadership and readiness, as well as the automation of processes in academic administration in order to understand their effects on academic administrative performance in HEIs in the context of digital transformation.
Design/Methodology: The research design used in this study is quantitative cross sectional which is a type of research design. A sample of 505 respondents with respective professions of Academic Administrators, Administrative Officers, IT staff, Quality Assurance Staff, Department Coordinators, and University Managers was obtained from institutions for Higher Education (IHEs). Partial Least Squares Structural Equation Modeling (PLS-SEM) has beenused to analyze the data.
Findings: All the results indicated a positive relationship between AI adoption, cloud computing adoption, digital leadership and institutional readiness, and academic administrative performance, and admin process automation.Results: The results showed that there is a positive relation between the artificial intelligence adoption, cloud computing adoption, digital leadership and institutional readiness, and academic administrative performance and between admin process automation and academic administrative performance. Through the results, the study also revealed that the adoption of AI, cloud, and digital leadership and institutional readiness have a significant impact on administrative process automation. Moreover, administrative process automation includes complementary partial mediation in the relations between the use of artificial intelligence, cloud computing, academic leadership and institutional preparedness, on the one hand, and academic administrative performance on the other.
Implications: The study yields a theoretical basis for the integration of technological, organizational and process-oriented approaches in the digital transformation outcomes in the higher education field. From a practical standpoint, the results indicate that universities could benefit from the adoption of AI tools, data infrastructure, digital leadership, employee training, and automation processes to streamline their services, enhance data quality, decision-making, and administrative responsiveness.
Limitations and Future Research: This study was conducted with a cross-sectional design and survey-based data.Drawbacks: This study has some disadvantages due to its cross sectional design and use of survey data. Future studies should be longitudinal or mixed-method and involve exploring other factors, including anti-change and institutional culture, cybersecurity readiness, and digital literacy.
General Background Digital transformation constitutes a crucial agenda in modern educational management, requiring schools to adopt data-driven governance and technological innovations. Specific Background The emergence of Artificial Intelligence introduces new demands for school principals to establish secure governance, ethical guidelines, and advanced pedagogical tools at institutions like SMA N 17 Merangin. Knowledge Gap Despite technological availability, variations in teachers' digital competencies and the absence of standardized ethical guidelines for Artificial Intelligence utilization present significant administrative challenges. Aims This study analyzes the implementation of principal digital leadership in supporting educational quality during the Artificial Intelligence era at SMA N 17 Merangin. Results Utilizing an explanatory sequential mixed-methods design with 26 respondents, quantitative findings reveal a significant positive relationship between digital leadership and educational quality (r = 0.758; p < 0.001), contributing 57.45% to quality variance. Qualitative data indicate that principals actively build digital visions, foster collaboration, and apply data-based decision-making, although uneven teacher competencies and absent ethical standard operating procedures remain as obstacles. Novelty This research specifically integrates Artificial Intelligence literacy, digital ethics, and data-driven supervision within the assessment of school leadership frameworks. Implications Educational institutions must strengthen policies regarding ethical Artificial Intelligence usage, provide continuous digital training, and establish comprehensive data-driven supervision systems to sustain academic excellence.
Highlights
Digital leadership significantly dictates educational quality through strategic vision and data-based decisions.
Principals play a critical role in fostering collaboration and increasing Artificial Intelligence literacy among teachers.
Uneven teacher competencies and the absence of ethical guidelines remain primary obstacles in technology integration.
Keywords
Digital Leadership; Educational Quality; Artificial Intelligence; School Principal; Digital Transformation
Yulivia Indryani, Tukini Rahmawati, Vevi Juniarti et al.· Academia Open· 0 citations
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.
Precious Kyle Cardenas, Susan Cortez, Mark Anthony De Ocampo et al.· International Journal of Sus...· 0 citations
Artificial Intelligence (AI)-based educational transformation requires schools to be institutionally prepared in terms of human resources, infrastructure, and policy governance. This study aims to analyze the readiness of Muhammadiyah schools to face the implementation of an AI-based curriculum. The study employed a mixed methods approach with a descriptive-analytical design. Data were collected through surveys, interviews, observations, and document analysis across several Muhammadiyah schools. The analysis integrated quantitative and qualitative findings to obtain a comprehensive understanding of school readiness. The results indicate that the overall level of readiness remains moderate and unevenly distributed. Teachers demonstrated positive attitudes toward the use of AI in teaching and learning; however, their AI-related technical and pedagogical competencies remain limited. In terms of infrastructure, some schools still lack adequate technological devices and digital access. Meanwhile, students showed a relatively high level of adaptability to digital technology use. At the institutional level, policies regarding the integration of AI into the curriculum remain partial and unsystematic. This study highlights the need for a well-planned institutional strategy through teacher capacity building, the strengthening of digital infrastructure, and the formulation of AI implementation policies aligned with the educational values of Muhammadiyah. These findings contribute to the development of a school readiness model for AI-based curriculum transformation in Indonesia.
Despite the rapid growth of educational technologies, smart campus systems often lack empirical validation regarding user motivation. This study assessed student engagement in extracurricular activities to establish quantitative user requirements for designing AI-integrated management platforms. A descriptive-quantitative research design was employed in a public senior high school involving 89 student respondents. Utilizing a survey method with a modified standardized questionnaire, baseline data was collected on how the psychological needs for autonomy, competence, and relatedness influence participation. The findings reveal that these fundamental psychological needs significantly impact engagement and serve as vital parameters for technology acceptance. Furthermore, students demonstrated minimal engagement in administrative leadership roles, highlighting an operational friction gap that artificial intelligence could effectively automate. The results emphasize that to sustain long-term involvement, software developers must engineer customizable user interfaces and gamified skill-tracking mechanisms that actively support independence, user capability, and digital social connection. Ultimately, educational institutions should deploy these empirically designed management ecosystems to foster user adoption, promote holistic student development, and ensure sustained participation in school organizations.
Erwin Maturan, Jeane Ann T. Daracan, Ronie N. Saporno· Journal of Intelligent Decis...· 0 citations