1. Introduction
The introduction of artificial intelligence into the education system offers numerous opportunities to enhance the learning process, personalise instruction, and optimise administrative and assessment tasks. Artificial intelligence tools and systems can help tailor teaching content to individual student needs, enable automated progress monitoring and identification of learning patterns, and provide instructors with deeper insights into data that support pedagogical decision-making. Additionally, artificial intelligence can significantly reduce instructors' administrative workload by automating routine tasks, generating feedback, and assisting in the development of teaching materials.
However, the successful implementation of these tools depends not only on their technical capabilities but also on the organisational conditions within the institution. Technological innovations in education require systematic institutional support, clearly defined strategies, and long-term planning. Instructors and teachers also play a crucial role in this process; their understanding, motivation, and digital competencies largely determine the extent to which artificial intelligence will improve teaching and learning. Therefore, the application of artificial intelligence should not be seen as an isolated technical process, but as part of a broader transformation of educational practice and institutional culture.
Without a clearly defined strategy, adequate infrastructure, systematic training of teaching and professional staff, and stable institutional support, artificial intelligence may remain only a potential that is never fully realised. This topic focuses on the organisational aspects of implementing artificial intelligence in education – specifically, the factors within educational institutions that enable, encourage, or hinder its successful adoption and practical application.
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