The Intersection of Spirituality and Artificial Intelligence: Psychological Dimensions of Educational Leadership and Management

Kateryna Romanenko; Serhii Rieznikov; Olena Khvatova; Olena Kovalchuk; Mykhailo Romanenko

doi:10.63931/ijchr.v7iSI1.227

Authors

Kateryna Romanenko Communal Institution of Higher Education "Dnipro Academy of Continuing Education of the Dnipropetrovsk Regional Council", Dnipro, Ukraine https://orcid.org/0000-0003-3985-3791
Serhii Rieznikov Communal Institution of Higher Education "Dnipro Academy of Continuing Education of the Dnipropetrovsk Regional Council", Dnipro, Ukraine https://orcid.org/0000-0002-0006-8879
Olena Khvatova Communal Institution of Higher Education "Dnipro Academy of Continuing Education of the Dnipropetrovsk Regional Council", Dnipro, Ukraine https://orcid.org/0000-0003-3716-751X
Olena Kovalchuk Communal Institution of Higher Education "Dnipro Academy of Continuing Education of the Dnipropetrovsk Regional Council", Dnipro, Ukraine https://orcid.org/0000-0003-1406-3363
Mykhailo Romanenko Communal Institution of Higher Education "Dnipro Academy of Continuing Education of the Dnipropetrovsk Regional Council", Dnipro, Ukraine https://orcid.org/0000-0002-1495-6762

DOI:

https://doi.org/10.63931/ijchr.v7iSI1.227

Keywords:

digital ethics, public administration, online education, blended learning, psychological competence, psychological resilience, self-efficacy, emotional intelligence, pedagogical burnout, spiritual leadership

Abstract

In today’s digital age, education faces a dual challenge: preserving the spiritual essence of the individual while adapting to rapid technological advances, particularly the rise of artificial intelligence (AI). This study addresses the need to reevaluate the role of spirituality in education management amid increasing psycho-emotional pressures on teachers and students. As digital tools reshape the educational landscape, the nature of interaction among teachers, students, and knowledge itself also evolves, demanding new strategies for psychological support and adaptive leadership. This study aims to analyze the psychological and managerial dimensions of integrating spirituality and AI within the educational process, focusing on education systems undergoing digital transformation. The theoretical framework draws from spiritual sustainability, humanistic psychology, digital ethics, public administration, and the philosophy of education. The findings highlight that spirituality—anchored in transcendental values such as dignity, freedom, truth, and responsibility—plays a key role in fostering psychological stability, professional resilience, and moral autonomy among educators. AI is recognized as a potential stabilizing force in times of crisis, provided it operates within ethical boundaries, algorithmic transparency, and public accountability. The study introduces a management model that harmonizes technological innovation with spiritual-ethical guidance in educational practices. Its practical relevance lies in informing policies for psychological support, preventing teacher burnout, nurturing moral reflection, and implementing spiritually grounded governance in education, particularly during social or humanitarian crises.

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