AI AND THE NECESSITY OF EDUCATIONAL ADMINISTRATION

Abstract

This article elucidates the necessity of integrating artificial intelligence (AI) into educational administration within the digital era. It underscores the pivotal role of AI in enhancing administrative decision-making, managing large-scale datasets concerning students and personnel, optimizing resource planning for educational quality development, and establishing systematic monitoring and evaluation mechanisms. A review of relevant studies and scholarly works indicates that AI not only alleviates the burden of documentation and administrative routines but also possesses significant potential in fostering active learning. Nevertheless, the integration of AI into educational administration encounters considerable challenges, including infrastructural limitations, technological readiness, personnel preparedness, ethical considerations, and data privacy concerns. Accordingly, the article proposes that the implementation of AI in educational governance should proceed in tandem with comprehensive policy development, professional capacity building for administrators and educators, and the cultivation of a digital learning culture. Such measures would ensure that AI functions as a sustainable instrument for advancing the quality of Thai education. Moreover, the article delineates standards to guide AI adoption, thereby providing a clear, adaptable framework that considers both physical and psychological constraints as well as cost-effectiveness. This structured approach would not only enhance clarity in educational management but also serve as a replicable model for application in broader contexts. In conclusion, this study affirms the necessity of AI integration within educational institutions and advances novel perspectives to ensure its standardized, secure, and maximally beneficial utilization for learners in both physical and psychological dimensions. The article further emphasizes the practicality of AI implementation, demonstrating its applicability not only in educational settings but also in everyday life, supported by evidence from prior research and academic discourse.