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Winecoff, A., & Bogen, M. (2025). Improving Governance Outcomes through AI Documentation: Bridging Theory and Practice. In P. Yamashita, V. Evers, & K. Yatani (Eds.), Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems (pp. 1-18). ACM.
https://doi.org/10.1145/3706598.3713814

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• TITLE: Education Management by Education Field Officers in the Artificial Intelligence Era: A Mini-Review

  AUTHORS: Kaner Tolbert Ngeywo, Henry Akolo Lubanga, Wilson Kibet Serem, Isaac Manyonge Matere

  KEYWORDS: Artificial Intelligence (AI), Education Field Officers, Education Management, Education Management Information Systems (EMIS), Digital Transformation

  JOURNAL NAME: Creative Education, Vol.17 No.8, August 31, 2026

  ABSTRACT: This mini-review examines how artificial intelligence (AI) is reshaping education management by Ministry of Education (MOE) field officers at the region, county and sub-county levels in Kenya and similar settings. It focuses on administrative automation, decision support, monitoring and evaluation, human resource management, and data governance. The review finds that AI can improve efficiency, timeliness, and the use of evidence in decision-making, while also strengthening supervision and planning. However, adoption remains constrained by weak infrastructure, varying levels AI literacy, fragmented systems, poor data quality, financial pressure, ethical concerns, and regulatory uncertainty. The paper argues that AI should augment, not replace, professional judgment. Successful implementation will require investment in digital infrastructure, staff capacity building, interoperable systems, data governance, ethical safeguards, explainable tools, and clear policy frameworks.