PERCEPTION OF STAKEHOLDERS IN THE USE OF AI IN SCHOOL GOVERNANCE

Abstract

This study examined the perceptions of key stakeholders including teachers, administrators, non-teaching staff, and parents regarding the integration of Artificial Intelligence (AI) in school governance. Using a mixed-method design, data were collected from 200 stakeholders across the Nigerian education sector through surveys administered both online and in hard copy. The findings revealed that teachers demonstrated higher levels of awareness and willingness to adopt AI compared to non-teaching staff and parents, who often felt excluded from AI-related decision-making processes. While a majority of respondents recognized AI’s role in enhancing decision-making, transparency, accountability, workload reduction, and error minimization, concerns persisted around fairness, visibility of AI processes, and the need for human oversight. The study concludes that AI holds significant potential to strengthen school governance if implemented with transparency, inclusivity, and adequate stakeholder involvement. Recommendations include greater stakeholder engagement, targeted capacity-building programs, parental consultation, and the establishment of ethical policies to guide AI adoption in education governance. Suggestions for future research highlight the importance of longitudinal studies, regional and cross-national comparisons, exploration of students’ perceptions, and further examination of ethical issues in AI application.