Academic Journal of Rajapruk University

EDUCATIONAL ADMINISTRATION LEADERSHIP AND CRISIS RESPONSE IN THE AGE OF ARTIFICIAL INTELLIGENCE

Krissana Bulan — 2026-06-29

Artificial Intelligence (AI) has increasingly influenced educational systems in multiple dimensions, including teaching and learning, educational administration, and policy decision-making. As educational institutions confront growing complexity and uncertainty arising from technological advancement, educational leaders are required to assume new roles and responsibilities beyond conventional administrative functions. This academic article aims to synthesize knowledge concerning educational leadership for responding to crises in the age of artificial intelligence. The study employed an integrative literature review of scholarly publications, research studies, and international policy reports related to educational leadership, crisis management, change management, digital leadership, and AI ethics.

The synthesis indicates that AI-related crises in education may be classified into four interrelated dimensions: policy and regulatory crises, organizational and structural crises, professional crises among teachers and educational personnel, and learner-related crises concerning educational equity. Each dimension requires distinct leadership approaches and management responses. Furthermore, the findings suggest that educational leaders in the AI era need competencies in strategic direction setting, change management, data-informed decision-making, ethical governance of technology, and continuous human resource development.

Drawing upon the synthesized body of knowledge, this article proposes the WISDOM Leadership Model as a conceptual framework for educational leadership in the age of artificial intelligence. The framework comprises six dimensions: Digital Vision, Intelligence, Strategic Flexibility, Data-Driven Decision Making, Organizational Ethics, and Manpower Development. These dimensions collectively provide guidance for educational administrators in addressing uncertainty and navigating technological change while maintaining a balance between innovation, technological advancement, and humanistic values in education.

The Roles of Information Technology and Artificial Intelligence in Educational Administration in the Digital Era: Innovations, Case Studies and Precautions

Sirirat Chamnanrob — 2026-06-29

This academic article aims to critically analyze the roles of information technology and artificial intelligence (AI) in restructuring educational administration during the era of digital transformation. It synthesizes three core areas: contemporary systemic innovations, comparative case studies between international and Thai educational contexts, and systemic precautions essential for policymakers and educational administrators. Employing an in-depth systematic literature synthesis approach, 35 high-quality documents from national and international databases (2016-2025) were analyzed under a four-dimensional conceptual framework encompassing data, automation, social justice, and transparency.

The synthesis reveals that AI has revolutionized educational management by shifting from reactive statistics to proactive predictive analytics. However, the contextual comparative analysis underscores that while international models successfully leverage technology to bridge educational gaps for vulnerable groups, the Thai context faces risks of exacerbating the digital divide and engendering systemic biases that could stigmatize underprivileged students if left unregulated. Furthermore, the intergenerational digital gap among educational personnel creates psychological resistance to the use of automated platforms. Consequently, this article proposes a three-tiered strategic framework: macro-level (establishing ethical AI frameworks and public-private partnerships), meso-level (formulating data ecology guidelines and disaster recovery plans), and micro-level (cultivating a data-driven culture and enhancing AI literacy). This strategic alignment ensures that AI serves as an information enabler while firmly preserving human agency and pedagogical empathy.

Guidelines for Developing Teachers’ Academic Administration in the Artificial Intelligence Era under the Nonthaburi Primary Educational Service Area Office 2

Sutthipong Artto — 2026-06-29

The objectives of this research were to: 1) study teachers’ academic administration in the artificial intelligence era; 2) to compare teachers’ opinions on the academic administration classified by gender, age, educational level, work experience, and school size; and 3) to study guidelines for developing teachers’ academic administration in the artificial intelligence era. The study sample consisted of 310 teachers from schools under the Nonthaburi Primary Educational Service Area Office 2, selected through stratified random sampling and systematic multi-stage sampling and 5 interview informants. The research instruments were questionnaire and interview with IOC values ranging from .67 to 1.00 and a reliability coefficient of .99. The data were analyzed using percentage, mean, standard deviation, t-test, one-way ANOVA, LSD, and content analysis.

The study findings revealed that: 1) The overall teachers’ academic administration in the artificial intelligence era was at a high level, with learning management receiving the highest mean score; 2) The teacher opinions on academic administration in gender, age, educational level, and work experience showed no significant differences, while school size showed statistically significant differences at the .01 and .05 levels; and 3) the guidelines emphasized the use of artificial intelligence (AI) as a tool to support academic administration, together with the development of teachers’ competencies and professional learning communities, in order to enhance learning management in alignment with learners’ contexts and educational changes.

Academic Leadership of School Administrators in Bangkok Office of Learning Encouragement, South Bangkok Group

Sittichai Phuwong — 2026-06-29

The objectives of this research were 1) to study the academic leadership of school administrators in Bangkok Office of Learning Encouragement, South Bangkok Group and 2) to compare the opinions of teachers on the academic leadership of school administrators in Bangkok Office of Learning Encouragement, South Bangkok Group, classifier by gender, age, education level, position, and work experience. The sample consisted of 97 teachers. The research instrument was a questionnaire with a content validity, IOC values, between .67-1.00 and a reliability value of .98. The data were analyzed by using frequency, percentage, mean, standard deviation, t-test, One-way ANOVA, and LSD.

The research results were as follows: 1) the academic leadership of school administrators in Bangkok Office of Learning Encouragement, South Bangkok Group, was at a high level in overall, when considering each aspect , two aspects were at the highest level with the highest mean : Administration of student quality development, followed by Administration of educational quality assessment. The four aspects left were at a high level, ranking from the highest to lowest mean: Administration of learning management, Supervision administration, Research administration, and Curriculum administration and 2) the opinions of teachers on the academic leadership of school administrators in Bangkok Office of Learning Encouragement, South Bangkok Group, classified by age, and position were statistically significant at a level of .05 and .01 in overall, while the differential gender, and education level were not different in overall.

Guidelines for Promoting the Teacher Teamwork Management of School Administrator in the Era of Artificial Intelligence under the Secondary Educational Service Area Office Bangkok 2

Sidarat Trairatkeyul — 2026-06-29

The objectives of this research were: (1) to study the level of teamwork management in the age of artificial intelligence under the Secondary Educational Service Area Office Bangkok 2, (2) to compare the opinions of teachers classified by education level, work experience and school size, and (3) to study the Guidelines for Promoting Teamwork Management of Teachers. The study sample consisted of 370 teachers, and 5 key informants for interviews. The research instruments were interview form and a questionnaire with a validity (IOC values) between .67-1.00 and a reliability value of .99. The data were statistically analyzed by using percentage, mean, standard deviation, t-test, One-way ANOVA, LSD, and content analysis. The study results were as follows: (1) the teacher teamwork management in the age of artificial intelligence, in overall and particular aspects, were at high level. The highest mean was Communication, following by Leadership, Decision-making, Empathy, and Deep listening, (2) the opinions of teachers classified by education level, work experience, and school sizes showed statistically significant differences at the .01 level, (3) Guidelines for Promoting Teamwork Management of Teachers: the school administrators should focus on developing adaptation skills, clear communication, careful decision-making, fostering good relationships within the team, and actively listening to others. These strategies create an open work environment and encourage teachers to actively participate in the development of the school, Particularly in the development of literacy in the utilization of artificial intelligence.

Guidelines for Promoting Digital Leadership of School Administrators in the 21st Century in Private Schools, PakKret District, under the Nonthaburi Provincial Education Office

Pavida Pholtharaksa — 2026-06-29

The objective of this research were : (1) to investigate the digital leadership of school administrators in the 21st century in private schools in Pak Kret District under the Nonthaburi Provincial Education Office; (2) to compare the digital leadership of school administrators classified by gender, age, educational level, school size, and work experience; and (3) to examine guidelines for promoting digital leadership among school administrators in the same context. The sample consisted of 214 school administrators, selected through stratified random sampling by district. The research instruments included a questionnaire with content validity ranging from 0.67 to 1.00 and a reliability coefficient of 0.98, as well as an interview form. Data were analyzed using percentage, mean, standard deviation, t-test, one-way ANOVA, Least Significant Difference (LSD), and content analysis.

The research findings revealed that: (1) digital leadership of school administrators was at a high level overall and across all aspects, with participatory culture ranked highest, followed by digital vision, technology application, learning environment creation, digital fluency, innovation development, and digital communication; (2) significant differences at the .01 level were found in digital innovation development by gender and educational level, and in both digital innovation development and digital communication by work experience; and (3) guidelines for promoting digital leadership focused on fostering participatory, technology-supported environments, strengthening stakeholder collaboration, and aligning management with each school’s context and resources to enhance learner development.