Modeling the Economic Efficiency and Administrative Integration of Artificial Intelligence in Greek Public Secondary Education

The introduction of Artificial Intelligence (AI) in the economy and administration of the Greek system of public secondary education is discussed as a feedback-driven phenomenon. A theory- and evidence-based model grounded in Causal Loop Diagram (CLD) analysis is proposed, conceptualizing the restructuring of educational administration and governance through AI-enabled systems as dependent on the interaction between contextual conditions, institutional infrastructure, leadership capacity, ethical governance, and socioeconomic environment. The study conceptualizes the fiscal and managerial aspects of AI in the Greek education sector not as a technology-driven development, but as a phenomenon affected by and connected with broader socioeconomic factors, including long-term investment in sustainable digitalization, capacity building for ethical governance, and equality in access to quality education. To empirically ground and assess the plausibility of the proposed CLD model, twenty semi-structured interviews were conducted with Regional Directors of Secondary Education and Directors of Secondary Education, who provided governance-level perspectives on school administration. Analysis suggests that the shift to AI might help increase administrative efficiency, resource allocation and transparency, but only with strong institutional support, a sense of ethical responsibility and adequate technical infrastructure. Education administrators are key actors as digital transition mediators balancing the dual role of both educators and implementers of policies.