Artificial Intelligence Readiness in Islamic Education Management: The Effects of Digital Leadership and Technological Competence on Administrative Effectiveness
DOI:
https://doi.org/10.51278/bse.v6i1.3113Keywords:
Digital Leadership, Technological Competence, Administrative Effectiveness, Artificial Intelligence, Islamic Education ManagementAbstract
The rapid development of artificial intelligence (AI) has created new opportunities for improving administrative processes in Islamic educational institutions. However, technological availability alone does not guarantee effective institutional transformation. This study aims to examine the role of Digital Leadership and Technological Competence in strengthening Administrative Effectiveness in Islamic education management. A quantitative explanatory approach was employed involving 78 educational leaders, lecturers, teachers, and administrative personnel selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that Digital Leadership has a strong and statistically significant positive effect on Administrative Effectiveness (β = 0.905, t = 26.460, p < 0.001). In contrast, Technological Competence does not have a significant direct effect on Administrative Effectiveness (β = 0.010, t = 0.328, p = 0.744). The structural model demonstrates a high explanatory capacity, with an R² value of 0.911, indicating that Digital Leadership and Technological Competence jointly explain 91.1% of the variance in Administrative Effectiveness. These findings suggest that digital transformation in Islamic education management depends more strongly on strategic leadership than on individual technological competence alone. Therefore, strengthening digital leadership, supported by institutional policies, ethical governance, and integrated capacity development, is essential for building effective and sustainable technology-enabled administration
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