ARTIFICIAL INTELLIGENCE IN EDUCATIONAL ADMINISTRATION: OPPORTUNITIES AND GOVERNANCE CHALLENGES IN CHINA

Abstract

Artificial intelligence is increasingly becoming part of educational administration in China through national platforms, predictive analytics, generative tools, and data-supported management. Its value, however, cannot be inferred from technical capability alone because administrative uses affect resource allocation, student support, teacher work, privacy, institutional autonomy, and public trust. This conceptual and policy review examines the opportunities and governance challenges of AI across Chinese educational institutions. It synthesizes national digital-education policies, international guidance, data-governance principles, and recent research on AI and digital leadership. The analysis identifies opportunities in strategic planning, resource allocation, student services, early intervention, and institutional governance, alongside risks involving data quality, privacy, algorithmic bias, unequal effects, opacity, accountability, and uneven institutional readiness. The article proposes a governance approach based on mission alignment, proportionate risk classification, accountable human judgment, data stewardship, transparent procurement, inclusive design, controlled experimentation, and continuous review. Implementation should proceed through diagnosis, rule setting, protected piloting, institutionalization, and evidence-based renewal. Responsible adoption should be judged by whether AI improves educational decisions and services while preserving legality, equity, human agency, explainability, resilience, and trust. The framework connects international principles with differentiated administrative responsibilities in China's educational context.