Future Scenarios of School Administrators’ Competencies in the Artificial Intelligence Era Among Provincial Kindergarten Schools in Thailand
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This study aimed to (1) examine possible trends in future competencies of school administrators and (2) develop future scenarios of school administrators’ competencies in the artificial intelligence era in provincial kindergarten schools in Thailand. The study employed the Ethnographic Delphi Futures Research (EDFR) technique to obtain consensus from key informants. In the first round, 11 experts participated, while 23 experts were involved in the second and third rounds. The participants included national-level policymakers, educational administrators at the district level, school administrators, and academics in early childhood education, educational technology, innovation, and artificial intelligence in education. Research instruments included in-depth interviews and questionnaires on future competency trends. Data were analyzed using content analysis and statistical measures, including median, mode, and interquartile range.
The findings revealed that: 1) all five core competencies were rated at the highest level of importance. Ranked by median scores, these included educational innovation management, knowledge, change management, skills, and artificial intelligence technology management. 2) The future competencies of school administrators over the next decade consist of five key areas: artificial intelligence utilization, AI-based school administration, innovation and organizational development design using AI, data governance and AI ethics, and digital security.
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