Document Type : Original Article
Authors
1
Department of Educational Administration, Farhangian University, Tehran, Iran.
2
Department of Educational Administration, Mahallat Branch, Islamic Azad University, Mahallat, Iran.
Abstract
Given the rapid pace of technological advancements and the imperative to enhance the quality of entrepreneurship education, empowering managers of entrepreneurial schools through artificial intelligence (AI) capabilities has emerged as a critical innovative strategy. This study aims to develop a model for empowering entrepreneurial school managers using an AI-driven approach. The research is applied in purpose and qualitative in approach, utilizing grounded theory methodology. The study population comprised all experienced managers of entrepreneurial schools nationwide. Through purposive sampling and continued until theoretical saturation, 21 in-depth interviews were conducted. The criteria for selecting entrepreneurial schools included providing skills and entrepreneurship training programs for students simultaneously with the Ministry of Education's formal education programs. Data were analyzed using open, axial, and selective coding techniques. Based on the findings, a paradigmatic model for empowering entrepreneurial school managers through AI was developed. Its dimensions include: Causal Conditions (e.g., optimizing decision-making, analyzing student learning behaviors, strategic planning, creating dynamic educational environments, implementing tailored training, and acquiring future-oriented skills); Phenomenon (AI-driven empowerment of entrepreneurial school managers); Contextual Conditions (e.g., three pillars such as familiarity with networked leadership, educational infrastructures, and innovation frameworks); Intervening Conditions (e.g., weak infrastructures, insufficient principal proficiency in AI tools, scarcity of organizational data, resistance to technological change, and inadequate resources); Strategies (e.g., ensuring AI tool accessibility, strengthening AI utilization skills, institutionalizing innovative collaboration cultures, technology-integrated planning training, and adopting modern feedback methods); Consequences (e.g., enhanced entrepreneurial education productivity, school performance excellence, branding of entrepreneurial schools, and improved educational process efficacy). The final model demonstrates that targeted AI adoption serves as a pivotal lever for transforming educational leadership and developing entrepreneurial schools. This research offers practical implications for educational planners and policymakers.
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