Educational Governance Policies in the Era of Smart and Data-Driven Learning
Keywords:
educational governance, smart learning, data-driven policy, educational technology, educational equityAbstract
This study aims to examine and analyze educational governance policies within the context of smart and data-driven learning. This research is a qualitative review study. Data were collected through a systematic review of 12 scholarly articles related to data-driven educational governance and smart learning. Data analysis was performed using NVivo 14 software and qualitative thematic analysis, employing open, axial, and selective coding to identify main themes and subthemes. Theoretical saturation was applied as the criterion for selecting sources. The analysis revealed three main themes in smart educational governance: data-driven policy-making in education, smart learning and educational transformation, and educational governance in the digital era. The first theme highlighted that systematic use of data and data governance frameworks enhances transparency, accountability, and evidence-based decision-making. The second theme showed that smart learning, through artificial intelligence and behavioral data analytics, enables personalized learning paths and improved learning experiences. The third theme emphasized the importance of digital leadership, legal and ethical frameworks, stakeholder participation, and institutional resilience in the implementation of data-driven educational policies. Educational governance in the era of smart learning requires an integrated approach combining data, technology, human factors, and legal-ethical frameworks. Data-driven policy-making, development of technological infrastructure, capacity-building for administrators and teachers, and attention to educational equity are key to successful smart educational systems. This study provides a comprehensive framework for policymakers and researchers to design data-driven, transparent, and sustainable educational policies.
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