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https://gscjournal.com/IJLDI
International Journal of Learning
Development and Innovation
Vol. 1, No. 1, January 2024,
pp. 45–54 ||
EISSN XXXX-XXXX
Artificial Intelligence in School Administration in
the Post-Basic Education and Career
Development (PBECD) in Nigeria
GALADIMA, Farida Ibrahim
Faculty of Education, Department of Adult and Continuing Education Federal University, Wukari, Nigeria
galadima@fuwukari.edu.ng
ABDULLAHI, Muhammad Yakub
Faculty of Education, Department of Adult and continuing Education Federal University, Wukari Nigeria.
abdullahim@fuwukari.edu.ng
Received: 2023 15, Nov
Accepted: 2023 18, Dec
Published: 2024 12, Feb
Copyright © 2024 by author(s) and
Scientific Research Publishing Inc.
This work is licensed under the
Creative Commons Attribution
International License (CC BY 4.0).
http://creativecommons.org/licenses/
by/4.0/
Abstract.
This paper assessed the impact of Artificial
Intelligence on school administration and teachers job
performance in post-basic education and career development
(PBECD) in Nigeria. Secondary data were used in the paper.
The data were collected from print and online publications. The
paper established that Artificial Intelligence aids effective
school administration such as Data analysis and Decision
Making, Automation of Administrative task, Resource
Optimization, Student Support and intervention among others.
It also identify some challenges and ethical considerations in
schools such as Ethical Use of Student Data, Data Privacy and
Security Concerns, Potential Bias in AI Decision Making. The
studies also suggest that School administrators have to
periodically inspect AI systems for bias and take actions to
mitigate any found flaws. Additionally, varied and
representative datasets should be used to train AI systems in
order to reduce biases in decision making. Based on this
findings, the paper concludes that government should increase
investment on Artificial Intelligence infrastructure facilities in
post-basic education and career development (PBECD) in
Nigeria.
Key words: Artificial Intelligence, School Administration,
Teachers Job Performance, Post-Basic Education and Career
Development (PBECD).
Open Access
Volume: 1 | Number: 1 (2024) January
International Journal of Learning Development and Innovation
46
INTRODUCTION
Post-Basic Education and Career Development (PBECD) is the education children receive after
a successful completion of ten years of Basic Education and passing the Basic Education Certificate
Examination (BECE) and Junior Arabic and Islamic Studies Certificate Examination (JAISCE). It
includes: (i) senior secondary education, (ii) higher school; and (iii) continuing education given in
Vocational Enterprise Institutions (VEIs) to either Basic Education graduates who are not proceeding
to Senior Secondary Schools, or Senior Secondary graduates that are not proceeding to the tertiary
level, as a means of preparing them for the world of work, wealth creation and entrepreneurship
(Federal Republic of Nigeria, 2013).
The objectives of Post-Basic Education and Career Development (PBECD) are to: provide
holders of the Basic Education Certificate and Junior Arabic and Islamic Studies Certificate with
opportunity for education of a higher level, irrespective of gender, social status, religious or ethnic
background; offer diversified curriculum to cater for the differences in talents, disposition,
opportunities and future roles; provide trained manpower in the applied sciences, technology and
commerce at sub-professional grades; provide entrepreneurial, technical and vocational job-specific
skills for self-reliance, and for agricultural, industrial, commercial and economic development;
develop and promote Nigerian languages, art and culture in the context of world's cultural heritage;
inspire students with a desire for self-improvement and achievement of excellence; foster patriotism,
national unity and security education with emphasis on the common ties in spite of our diversity; and
raise morally upright and well-adjusted individuals who can think independently and rationally,
respect the views and feelings of others and appreciate the dignity of labour. The realization of the
objectives of Post-Basic Education and Career Development (PBECD) depends on the availability
of materials and human resources available in the educational institutions. Artificial intelligence (AI)
is included in the materials resources.
Conceptual Clarifications
Key concepts such as artificial intelligence, school administration were clarified as follows:
Artificial Intelligence
Artificial Intelligence has applications across numerous fields, including health care, finance,
transportation, customer service and education. It has the potential to transform industries, improve
efficiency and create new opportunities (AFSA 2022). Alagbe (2023) viewed AI as the ability of a
computer or machine to mimic the capabilities of the human mind – learning from examples and
experience, recognising objects, understanding and responding to language, making decisions,
solving problems – and combining these and other capabilities to perform functions a human might
perform, such as greeting a hotel guest or driving a car. Artificial Intelligence refers to the
development of computer systems capable of performing tasks that typically require human
intelligence (AFSA 2022). These tasks include learning, reasoning, problem solving, perception and
natural language understanding. Artificial Intelligence technologies encompass various techniques
and approaches, such as machine learning, deep learning, natural language processing, computer
vision and robotics. These technologies enable computers to analyze vast amounts of data, recognize
patterns, make predictions and automate complex processes. Ogunode, Agbade & Bassey (2023)
Volume: 1 | Number: 1 (2024) January
International Journal of Learning Development and Innovation
47
defined Al as programs designed with human-like intelligence and structured in forms of computer,
robot, or other machines to aid in provision of any kind of service or tasks to improve social economic
and political development of the society. Artificial Intelligence is an application or program
constructed to carry out tasks with human like intelligence. Ogunode also viewed Artificial
Intelligence as collections system, packages and application designed into digital computer or
computer-controlled robot to carry out assignments and tasks with human-like intelligence. Artificial
intelligence (AI), according to Copeland (2023) is the ability of a digital computer or computer
controlled robot to perform tasks commonly associated with intelligent beings. The term is frequently
applied to the project of developing systems endowed with the intellectual processes characteristic
of humans, such as the ability to reason, discover meaning, generalize, or learn from past experience.
Frankenfield (2023) defined Artificial intelligence (AI) as simulation of human intelligence by
software-coded heuristics. Artificial Intelligence is a branch of science producing and studying the
machines aimed at the stimulation of human intelligence processes. Artificial intelligence (AI) are
machines programme forms with capacities and abilities to execute tasks and responsibilities that
human beings are performing with the assistance of human-like intelligence (Ogunode & Ejike,
(2023).
School Administration
School administration is the internal arrangement of school resources to the implementation of
school programme. School administration look at education from the specific educational
institutions. It is the internal activities that deal with coordinating of school programme for optimum
performance (Zaifada, Olowonefa & Ogunode, 2023). School administration according to Ogunode
and Ahaotu, (2021); Ogunode, Ahaotu and Obi- (2021) is the arrangement of school input in an order
for the smooth realization of the school objectives. Okereke (2008) stated that school administration
involves managing, administering the curriculum, teaching, pastoral care, discipline, assessment,
evaluation, and examinations. He added as part of school administration: resource allocation, costing
and forward planning, staff appraisal, relationship with the community, use of the practical skills
necessary for surviving the policies of organization such as decision-making, negotiation, bargaining,
communication, conflict handling, and running meetings. These functions are complex and to
efficiently and effectively perform them requires the appropriate tools and resources. School
administration Ogunode (2020a) is defined as the process of organizing and arranging school
resources to implement school programmes with the aim of achieving the school objectives. School
administration is the systematical way of placing, ordering and arranging both human and materials
resources for the execution of school programmes with the aim of achieving the set objectives of the
school.
Sang, Valcke, Van Braak, and Tondeur, (2010) observed that school administration has an
essential role in ascertaining that education is put across to students as recommended. School
administration also deals with the effective and efficient utilization of school resources to actualizing
the school programmes (Ogunode, Lawan, Gregory & Lawan, 2020). Ogunode & Emmanuel (2021)
objectives of school administration is to integrate and coordinate all the physical and human
resources efficiently towards a common goal. The physical resources mainly contribute to building
equipment and instructional materials. The human resources that school administration deals with
Volume: 1 | Number: 1 (2024) January
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48
include; students, teachers, supervisors, administrators and parents. The additional elements
comprise the various aspects of educational theory and practice including philosophy of education,
objectives of education, curriculum, method of teaching, discipline, the role of the teacher, rules and
regulations etc. These elements are “parts, made into the whole” and are components brought into a
harmonious relationship.
Impact of Artificial Intelligence on School Administration
Here are some ways that AI could influence school administrators' roles and responsibilities,
as identified by the American Federation of School Administrators [AFSA] (2023, paras. 7-13) and
Teachflow (2023):
1. Data Analysis and Decision Making: AI aids administrators in analyzing large data
volumes, identifying patterns and trends, and informing decision-making processes. This information
aids in developing data-driven strategies for improving student outcomes, resource allocation, and
program evaluation. Chan, & Tsi, (2023); Bordia (2023) and AFSA (2022) noted that AI can assist
administrators in analyzing large volumes of data, such as student performance data, attendance
records and resource allocation. AI-powered systems can identify patterns, trends and insights that
can inform decision-making processes. Administrators can use this information to develop data-
driven strategies for improving student outcomes, allocating resources effectively, and evaluating
programs and initiatives. Sang, Valcke, Van Braak & Tondeur (2010) and Ogunode & Olowonefa
(2023) noted that AI can aid school administration in areas of decisions making, forecasting, school
objectives, programming school activities planning, budgeting, establishing and interpreting policies,
examination, sporting activities and prize-giving/ graduation. Westagilelabs (2022) and Bordia
(2023) maintained that to eliminate manual administration work in schools, colleges and universities
such as scheduling, rescheduling classes, marking attendance, grading papers, finance, and
accounting and record keeping. This streamlines the regular, mundane tasks that no longer need to
be done by the staff. AI tools can perform various functions like ending truancy alerts, report cards
and other correspondence to the parents automatically, Plan and schedule meetings, Automate
routine, student forms, enrollments, and other paperwork to the correct department, Shorten the time
spent on progress reports AI, Streamline any other record-keeping tasks. It can enable teachers and
professors to focus primarily on improving educational quality instead of manual paperwork and
reducing work pressure.
2. Automation of Administrative Tasks: AI can automate routine administrative tasks, such
as managing student records, generating reports, scheduling and handling routine inquiries. By
automating these processes, administrators can save time and allocate their efforts to more strategic
and value-added tasks. Administration of school is saddled with the responsibility of ensuring stable
academic calendar and implementation of programmes as planned. Administrators are to ensure full
supervision and implementation of teaching programme. Administrators are saddled with
responsibilities of planning school time table, teacher’s schedules and school calendar (Bojorquez &
Vega, 2023; Teachflow, 2023). AFSA (2022) observed that AI can automate routine administrative
tasks, such as managing student records, generating reports, scheduling and handling routine
inquiries. By automating these processes, administrators can save time and allocate their efforts to
more strategic and value-added tasks. AI can be used to improve the efficiency of administrative
Volume: 1 | Number: 1 (2024) January
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49
tasks in educational institutions. AI-powered systems can automate routine tasks, such as grading,
scheduling, and record-keeping, freeing up educators' time to focus on more impactful work, such as
lesson planning and student engagement (Ogunode, Edinoh & Chinedu 2023; Ogunode & Ejike,
2023; Oztok & Zingaro, 2019). Educational institutions have to deal with a lot of administrative
tasks, such as scheduling, grading, and record-keeping. AI can automate many of these tasks, freeing
up educators' time to focus on teaching and supporting students.
3. Resource Optimization: AI can help administrators optimize the allocation of resources,
such as staff, classrooms and materials. By analyzing data on student enrollment, class sizes and
scheduling, AI systems can suggest efficient resource allocation strategies to optimize learning
environments and support student needs.
4. Student Support and Intervention: AI can assist administrators in identifying students
who may require additional support or intervention. By analyzing various data points, such as
academic performance, attendance and behavior, AI systems can flag students who may be at risk of
falling behind or facing challenges. This allows administrators to proactively implement
interventions and provide targeted support to improve student outcomes.
5. Streamlined Communication and Engagement: AI-powered communication systems
can streamline communication between administrators, teachers, students and parents. Chatbots and
virtual assistants can handle routine inquiries, provide information and direct individuals to the
appropriate resources. This can improve efficiency and accessibility in communication, freeing up
administrators' time for more complex interactions and strategic decision making (AFSA, 2023;
Teachflow, 2023).
6. Enhanced Security and Safety: AI can contribute to school security and safety measures.
Facial recognition systems and video analytics can help monitor school premises, detect potential
security threats, and ensure the safety of students and staff. AI-powered systems can also analyze
social media or online platforms to identify potential risks and proactively address them.
7. Teachers Job Performance: Teacher job performance refers to the execution of
instructor‘s responsibilities and tasks in the educational institutions. Teacher job performance is the
level by which the teachers accomplished their given functions and assignment in the schools
(Olabisi, Okolo, & Ogunode 2023; Raupu, Maharani, Mahmud, Alauddin 2021). Zaifada,
Olowonefa, & Ogunode (2023) defined teachers’ job performance to include writing of lesson note,
lesson plan, organization of instrument materials, assigning of test and examination, marking,
representing of school, extra– curriculum activities and motivation of students. Teachers’ job
performance encompasses all the activities and programmes teachers carry out in the school and the
extent to which the activities are achieved. Teachers’ job performance is the degree by which teachers
executes their official responsibilities in the school. AI has helped teachers in educational institutions
to carry out their functions. Specifically, AL has assisted teachers to execute the following function;
teaching, preparation of lesson plan and lesson note, result preparation, marking of students exams
via online and project supervision according to Igbokwe (2023) and Ogunode, Idoko & ThankGod
(2024). Westagilelabs (2022) observed that tutoring programs or intelligent tutoring systems (ITS)
based on artificial intelligence are equipped to handle personalized feedback and instructions for one-
on-one teaching. However, they cannot replace teachers since they are not advanced enough to teach
how a human can. They can help in scenarios where human tutors are not available for small lessons
Volume: 1 | Number: 1 (2024) January
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50
that can be taught and evaluated online. It can be an effective tool in e-learning platforms to teach
languages, geography, circuits, medical diagnosis, computer programming, mathematics, physics,
genetics, chemistry, etc. They are designed to factor in engagement, metrics for grading and
comprehension. Ogunode and Gregory (2023); Ogunode & Ejike, (2023) and Language magazine
(2023) noted that Al can be applied to aid delivery of lecture or implementation of teaching
programme in educational institutions. Ogunode, Edinoh & Chinedu (2023) concluded that the
teaching programme is a core programme of educational institutions and is very critical to the
attainment of school objectives. The teaching programme covers the preparation of lecture notes,
presentation of lectures, assessment of students academic programmes via tests and examinations,
marking of students‟ scripts, preparation of students‟ results, integration of resources into lecture
presentations and classroom management. These entire things that constitute teaching programmes
can be easily done by deployment of Artificial intelligence. AI has led to aid effective school
management, lesson presentation, improve learning engagement, assist in conduct of examination,
aid online teaching and learning, aid effective classroom management, aid fast marking and result
preparation and aid school security (Laskowski & Tucci,2023).
Potential Challenges and Ethical Considerations of AI in Schools
This section explores the potential ethical challenges and considerations related to the
integration of AI in schools and the ethical issues that need to be addressed as identified by Teachflow
(2023).
1. Ethical Use of Student Data:
AI systems require extensive student data, but ethical use is crucial. Schools must obtain
informed consent, limit data usage to educational purposes, and avoid sharing with third parties.
Administrators must consider ethical implications like data privacy, algorithmic bias, and
transparency in establishing policies. Igbokwe, (2023) submitted that one of the primary challenges
of AI in educational management is the lack of ethical and legal guidelines. AI algorithms can
produce biased and discriminatory results, and it is essential to ensure that AI is used ethically and
transparently. It is crucial to have guidelines that protect student privacy, ensure data security, and
prevent AI from being used for surveillance purposes.
2. Data Privacy and Security Concerns:
The use of AI in schools involves the collection and analysis of vast amounts of student data.
This raises concerns about data privacy and security. It is crucial to ensure that student data is handled
securely and in compliance with relevant privacy laws and regulations. Ogunode & Gregory (2023c)
noted that another limitation of AI in educational management is the potential for data privacy and
security breaches. Igbokwe, (2023) and Akkaya-Kalayci & Yildirim (2020), maintained that the use
of AI in educational management requires access to large amounts of data, including personal
information about students, faculty, and staff. This data is vulnerable to cyberattacks and other
security breaches, potentially exposing sensitive information and undermining the trust and
confidence of stakeholders.
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3. Potential Bias in AI Decision Making:
AI systems are trained on data, and if the training data contains biases or inaccuracies, it can
lead to biased decisions. This is particularly concerning in educational settings, where biases can
perpetuate inequalities and impact students’ educational opportunities. Ogunode & Gregory (2023c)
observed that the problem of AI in educational administration is the potential for bias and
discrimination. Igbokwe, (2023) and Mason and Rennie (2018), asserted that AI algorithms may
replicate and amplify existing biases and discrimination in educational systems, leading to further
inequality and injustice. For example, AI may perpetuate gender or racial biases in student
evaluations or admissions decisions. Educational managers need to be aware of these limitations and
work to ensure that AI is used in a fair and equitable manner.
4. Transparency and Accountability:
AI algorithms can be complex and challenging to comprehend, raising concerns about
transparency and accountability. Another significant limitation of AI in educational administration is
the lack of transparency and interpretability. As noted by Veletsianos (2019); Ogunode, (2023c)
Igbokwe, (2023) that AI algorithms can be complex and difficult to understand, making it challenging
for educational managers to evaluate their effectiveness and identify potential errors or biases. This
lack of transparency and interpretability can make it difficult for educational managers to make
informed decisions and improve their institutions' performance.
Suggestion
The following suggestions were given to enhance application of Artificial Intelligence (AI) in
Administration of the Post Basic Education and Career Development (PBCD):
1. Schools should adopt strong data protection policies, secure storage systems, and provide
transparency to students and parents on data usage.
2. Administrators should create policies, guidelines, and safeguards to promote responsible
and ethical usage of AI technologies in educational institutions.
3. School administrators should ensure equitable access to AI technologies and resources for
all students, regardless of their socioeconomic background. Schools need to develop strategies to
bridge the digital divide and provide equal opportunities for all students to benefit from AI
advancements.
4. Schools should ensure transparency in AI decision-making processes, provide
explanations for decision-making, and establish mechanisms to hold AI systems accountable and
address potential errors or biases.
Conclusion
This paper assessed the impact of Artificial Intelligence on school administration and teachers
job performance in post-basic education and career development (PBECD) in Nigeria. The paper
established that Artificial Intelligence aids effective school administration and assisted teachers to
perform their job in post-basic education and career development (PBECD) in Nigeria. Based on this
findings, the paper recommended that government should increase investment on Artificial
Intelligence infrastructure facilities in post-basic education and career development (PBECD) in
Volume: 1 | Number: 1 (2024) January
International Journal of Learning Development and Innovation
52
Nigeria.
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