Guidelines for the Application of Artificial Intelligence in Modern School Administration under the Phichit Primary Educational Service Area Office 1

Abstract

Background and Aims: The application of artificial intelligence (AI) in modern school administration serves as a key mechanism for enhancing the efficiency of educational management in response to technological changes. Administrators can utilize data and intelligent systems to support decision-making, planning, and the sustainable improvement of learning quality. The objectives of this study were: 1) to examine the current problems and supporting factors related to the application of AI in schools under the Phichit Primary Educational Service Area Offices 1, and 2) to analyze and propose approaches for applying AI in modern school administration under the Phichit Primary Educational Service Area Office 1.

Methodology: This study employed a mixed-methods research design. The sample group consisted of school administrators and teachers from 127 schools under the Phichit Primary Educational Service Area Office 1. The sample size of 300 participants was determined using Krejcie and Morgan’s sampling table for a known population. The research instrument used for data collection was a questionnaire. The statistical methods employed for data analysis included frequency, percentage, mean, and standard deviation. The key informant group consisted of school administrators, teachers, and AI specialists from Phitsanulok University, totaling 9 persons, selected through purposive sampling. The research instrument used for this qualitative phase was an interview form.

Results: The problems that have led to the use of artificial intelligence (AI) in educational institutions are generally rated at a high level, with an average score of 4.49. Opinions regarding the factors that promote the successful application of AI, based on the 4M framework, are rated at the highest level, with an average score of 4.52. The approaches to applying AI in modern school administration further highlight several factors that support successful implementation. These include infrastructure support such as internet connectivity, digital devices, and AI platforms; the development of personnel competencies; the design of curricula that integrate AI; the creation of a positive organizational culture toward technology; the establishment of external collaborative networks; and the allocation of sufficient budgets along with continuous research and evaluation. The use of AI in school administration is viewed as both an opportunity and a challenge. AI helps reduce repetitive workloads and enhances the efficiency of data storage, analysis, and synthesis. Nevertheless, AI cannot replace the decision-making roles of administrators and teachers, as human judgment and experience remain essential. At the same time, schools must also confront limitations in personnel skills, misunderstandings about the role of AI, and concerns about data security. To address these challenges, key guidelines for applying AI include establishing clear policies and plans, developing personnel knowledge and skills, allocating adequate resources and budgets, and utilizing AI for analysis, evaluation, and communication. When these components are implemented effectively, AI can play a meaningful role in enhancing the quality and efficiency of school administration.

Conclusion: The application of artificial intelligence (AI) in modern school administration clearly enhances the efficiency of work performed by administrators and teachers, particularly in data management and analytical decision-making. However, the success of AI adoption depends on several key factors: adequate support for technological infrastructure, the development of personnel competencies, and the presence of clear policies within educational organizations.