Artificial Intelligence in Educational Planning: Implications for Job Security among School Administrators in Ghana and West Africa: A Systematic Review

<p>This Systematic review examines artificial intelligence in educational planning and its implications for job security among school administrators in Ghana and West Africa. The study responds to growing scholarly and policy concerns about how AI-driven technologies are reshaping educational management, institutional decision-making, administrative work, and the future of employment in schools. Using a systematic review approach, the paper synthesised literature on artificial intelligence in education, educational planning, school administration, automation, job security, and digital transformation. The review shows that AI has significant potential to strengthen educational planning through improved data management, enrolment forecasting, resource allocation, and monitoring, reporting, and evidence-based decision-making. However, the findings also indicate that AI may create job security concerns among school administrators whose responsibilities are largely routine, repetitive, and clerical. Tasks such as record keeping, attendance tracking, report generation, scheduling, and basic communication are increasingly exposed to automation. Nevertheless, the review argues that AI is more likely to transform rather than completely replace school administrators, since educational administration requires human judgement, ethical reasoning, emotional intelligence, leadership, contextual understanding, and stakeholder engagement. The study concludes that the future relevance of school administrators will depend on AI literacy, digital leadership, data interpretation skills, continuous professional development, and policy-guided implementation. It recommends a human-centred AI adoption model in which intelligent systems support administrative efficiency while protecting professional relevance and job security. The review contributes to knowledge by situating AI adoption within Ghanaian and West African educational realities and highlighting the need for responsible, inclusive, and workforce-sensitive AI policies.</p>