Perceptions of AI-Enhanced LMS in Smart Higher Education Administration

Abstract

This study explores the perceptions of Chinese postgraduate administrators regarding the integration of artificial intelligence (AI) and Learning Management Systems (LMS) within higher education administrative functions. The research was conducted with participants enrolled in an educational administration programme in Thailand, offering a cross-cultural perspective on digital transformation in higher education. A structured questionnaire measured perceptions across domains such as policy and governance, resource allocation, training and support, data security and ethics, administrative efficiency, and institutional readiness. The results reveal widespread agreement on the necessity of institutional policies, sufficient resources, and ethical frameworks for effective AI-LMS adoption. High mean scores across these domains indicate a strong conceptual endorsement of the potential benefits of AI-driven administrative systems. However, readiness scores were significantly lower, highlighting uncertainty about current institutional capacity to implement these technologies in practice. This contrast suggests a clear gap between perceived importance and actual preparedness for integration. The findings contribute to ongoing discussions about AI in education by emphasising the need for coordinated strategies that align policy, training, and ethical considerations with institutional capabilities. These insights can guide policymakers and educational leaders seeking to implement AI-enhanced administrative practices that are both effective and ethically grounded.