Sustainable School Administration in the Age of Artificial Intelligence
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Abstract
This academic article aims to 1) synthesize concepts and theories explaining sustainable school administration in the age of artificial intelligence (AI), 2) analyze the opportunities and risks of AI in each domain of school administration, and 3) propose a model and recommendations for school administrators and policymakers. The author conducted an integrative literature review and qualitative document analysis of 44 documents, organized by Thailand's four domains of school administration (academic affairs, personnel, budget, and general administration), using sustainable leadership, sociotechnical systems theory, and TPACK as analytical lenses. The synthesis shows that AI can support personalized learning, reduce teachers' non-teaching workload, and strengthen data-informed decisions. However, school-based evidence remains limited, and AI use carries risks of privacy breaches, algorithmic bias, digital inequality, and long-term costs. The article proposes the SAISA Model (Sustainable AI-Integrated School Administration), comprising inputs, four administrative processes anchored by data governance, outputs, sustainability outcomes, and an assessment-and-learning feedback loop, with recommendations for school administrators, educational service area offices, and policymakers.
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แนวคิดและข้อเสนอแนะที่นำเสนอในบทความของวารสารการบริหารและความเป็นผู้นำทางการศึกษา มหาวิทยาลัยรามคำแหง เป็นแนวคิดที่มาจากผู้เขียน หากมีความผิดพลาดใด ๆ ผู้เขียนเป็นผู้รับผิดชอบแต่เพียงผู้เดียว
ทั้งนี้ บรรณาธิการ กองบรรณาธิการ และคณะกรรมการหน่วยจัดทำวารสารฯ จะไม่ก้าวก่ายความมั่นคงในหลักการตามความคิดของผู้เขียน
ดังนั้น บรรณาธิการ กองบรรณาธิการ คณะกรรมการหน่วยจัดทำวารสาร และมหาวิทยาลัย จะไม่รับผิดชอบใด ๆ จากผลที่เกิดขึ้นจากการนำเสนอแนวคิด และข้อเสนอแนะของผู้แต่งที่เผยแพร่ในวารสารฯ
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