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Findings indicate substantial changes in decision-making, leadership, technology integration, and teaching-learning management, creating both opportunities and challenges related to readiness, ethical leadership, and equitable access. The study emphasizes human-centric strategies and ethical governance for sustainable AI adoption.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Education-TOJDE January 2026 ISSN 1302-6488 Volume: 27 Number: 1 Article: 4  \nCHANGING ASPECTS OF THE MANAGEMENT OF DISTANCE EDUCATION INSTITUTIONS DURING AI ERA: A CASE STUDY  \nDr. Eren KESIM  \nORCID: 0000-0001-8360-128X Faculty of Education Anadolu University  \nEskisehir, TURKIYE  \nReceived: 11/06/2025 Accepted: 25/07/2025  \nABSTRACT  \nThis study aimed to investigate how the era of artificial intelligence is transforming the management of distance education institutions, based on the perspectives of faculty members with expertise in distance education and administrative roles. Conducted as a qualitative case study, the research was carried out ata public open education faculty in Turkiye and involved twelve faculty members (five full professors, six associate professors, and one assistant professor), all experts in distance education. The data were collected through semi-structured interviews and analyzed through thematic analysis. The results of the study point out that artificial intelligence is driving substantial changes in decision-making, leadership practices, technology integration, and the management of teaching and learning processes. These changes reflect both opportunities and challenges, especially concerning institutional readiness, ethical leadership, and equitable access. Building on these findings, the study highlights the critical need for human-centric strategies, organizational capacity, and ethical governance to promote the sustainable adoption of AI technologies in distance education.  \nKeywords: Artificial intelligence, AI in higher education, distance education, educational leadership, management of distance education, technology integration.  \nINTRODUCTION  \nAs a disruptive technology, artificial intelligence has triggered a radical transformation across all segments of society, particularly in the economy. Gaining an advantage in global competition is possible by accurately understanding the disruptive nature of this technology. The qualities of human resources—considered the most valuable asset of organizations—are being redefined in line with the dynamics of AI development. Consequently, both human resource management and broader management processes are now being approached from a new perspective. Organizations that fail to understand the AI era and adapt their management and workforce may face serious disadvantages in competition (Kumar et al., 2025) . The reflections ofAI age on higher education institutions are forming a perspective which is quite different from traditional understanding. AI-powered assistants having a guiding role in students’ information access processes and AI algorithms providing real-time data to faculty members to meet students’ academic needs effectively based on their individual differences are among the principal indicators of this transformation. Especially as AI-based platforms begin to replace traditional teaching-learning situations, the management processes of higher education institutions have started to reshape according to the necessities of AI age (Qutieshat, 2025) .  \nDevelopments in internet technologies have brought alternative perspectives to provide effective solutions for individuals’increasinglydiversifiededucationalneeds. Particularlyduringperiodswhengeographicalandeconomic barriers become important and the digital divide boosts, the expectations of individuals’ personal development have been carried out by means of distance education opportunities. Beyond the physical classroom environment and increasing interaction between geographically distant learners and educators via digital technologies provides grounds for novel opportunities to show up in the future-based directions of educational technologies. In AI age, the holistic and strategic integration of existing digital technologies into distance education processes has critical importance for educational institutions to obtain their objectives (Nartey, 2025).  \nWi","cbCaikWeywFRBohb","https://ap.wps.com/l/cbCaikWeywFRBohb","pdf",177027,21,"English","# Abstract\n# Introduction\n# Literature Review\n## Management of Distance Learning Institutions in the AI-Based Transformation Process","[{\"question\":\"What is the focus of the study on distance education during the AI era?\",\"answer\":\"The study examines how AI changes the management of distance education institutions, based on faculty and administrative perspectives.\"},{\"question\":\"How was the research conducted and analyzed?\",\"answer\":\"It was carried out as a qualitative case study using semi-structured interviews, and the data were analyzed with thematic analysis.\"},{\"question\":\"What key management areas are reported to change due to AI?\",\"answer\":\"The results point to changes in decision-making, leadership practices, technology integration, and the management of teaching and learning processes.\"}]","CHANGING ASPECTS OF THE MANAGEMENT OF DISTANCE EDUCATION INSTITUTIONS DURING AI ERA - A CASE STUDY | PDF",1792042904,53]