Yükseköğretim Yönetişiminde Yapay Zekâ: Kalite Güvencesi ve Stratejik Yönetimde Yapay Zekânın Entegrasyonu

Öz

Yapay zekâ (YZ) teknolojileri yükseköğretimde hızlı bir dönüşüm yaratmasına rağmen mevcut çalışmalar büyük ölçüde pedagojik uygulamalara odaklanmakta, yönetişim ve kalite güvencesi bağlamındaki rolü sınırlı biçimde ele alınmaktadır. Bu çalışma, yapay zekânın yükseköğretim yönetişimi ve kalite güvencesi sistemlerine entegrasyonunu incelemeyi ve kurumsal etkilerini analiz etmeyi amaçlamaktadır. Araştırmada PRISMA 2020 protokolüne dayalı sistematik literatür taraması yöntemi kullanılmıştır. Web of Science Core Collection veritabanında yapılan tarama sonucunda elde edilen 177 yayından çok aşamalı eleme süreci sonunda 48 çalışma analize dâhil edilmiştir. Seçilen çalışmalar, yapay zekâ entegrasyonunun güçlü yönlerini, zayıf yönlerini, fırsatlarını ve tehditlerini ortaya koymak amacıyla SWOT temelli tematik sentez yöntemiyle analiz edilmiştir. Bulgular, yapay zekânın yükseköğretimde yalnızca teknik bir araç değil, veri temelli karar verme, sürekli performans izleme ve stratejik öngörü üretimini destekleyen bir yönetişim altyapısı olarak konumlandığını göstermektedir. Bununla birlikte veri yönetişimi eksiklikleri, sınırlı dijital kapasite ve düzenleyici boşluklar önemli yapısal zorluklar oluşturmaktadır. Analiz ayrıca algoritmik yanlılık, yönetişim opaklığı ve kurumsal eşitsizlik gibi risklere de işaret etmektedir. Bu bulgular doğrultusunda çalışma, yapay zekâ destekli kalite yönetişimini açıklayan Yapay Zekâ Destekli Kalite Yönetişimi Modeli (AI-Enabled Quality Governance - AEQG) Modelini önermektedir.

Anahtar Kelimeler

• Yapay zekâ
• kalite güvencesi
• akreditasyon
• stratejik yönetişim
• kurumsal karar alma

Teşekkür

Bu çalışmada ele alınan kavramsal tema, 17–19 Ekim 2025 tarihlerinde Ankara, Türkiye’de düzenlenen 8. Uluslararası Yükseköğretim Çalışmaları Konferansı’nda özet bildiri olarak sunulmuştur.

Artificial Intelligence in Higher Education Governance: Integrating AI into Quality Assurance and Strategic Management

Öz

Artificial intelligence (AI) is rapidly transforming higher education, yet research has largely focused on pedagogical applications while its role in governance and quality assurance (QA) remains insufficiently synthesized. This study examines how AI is integrated into higher education governance and QA systems and evaluates its institutional implications. Using the PRISMA 2020 protocol, a systematic literature review was conducted in the Web of Science Core Collection. From an initial dataset of 177 publications, 48 studies met the inclusion criteria after multi-stage screening. The selected studies were analyzed through a SWOT-based thematic synthesis to identify the strengths, weaknesses, opportunities, and threats associated with AI adoption in governance and QA processes. The findings show that AI increasingly functions as a governance infrastructure supporting predictive analytics, continuous monitoring, and data-driven institutional decision-making. Key strengths include enhanced transparency, automation of quality processes, and improved strategic foresight. However, structural weaknesses such as fragmented data infrastructures, limited digital capacity, and insufficient regulatory frameworks remain significant barriers. The analysis also identifies risks related to algorithmic bias, governance opacity, and institutional inequality. Based on these findings, the study proposes the AI-Enabled Quality Governance (AEQG) Model, conceptualizing AI integration as a layered governance architecture linking institutional capacity, AI-driven decision intelligence, quality assurance mechanisms, and ethical oversight.

Anahtar Kelimeler

• Artificial intelligence
• quality assurance
• accreditation
• strategic governance
• institutional decision-making.

Teşekkür

The conceptual theme addressed in this study was shared as an abstract at the 8th International Higher Education Studies Conference, held on October 17–19, 2025, in Ankara, Türkiye.

Kaynakça

1. Aggarwal, D., Sharma, D., Lowe, D., & Saxena, A. B. (2024). Investigating AI’s contribution to improving quality and mitigating challenges in higher education. In Scientific Research, New Technologies and Applications (Vol. 8, pp. 117–130). BP International. https://hal.science/hal-05106560
2. Ahmad, S. F., Alam, M. M., Rahmat, M. K., Mubarik, M. S., & Hyder, S. I. (2022). Academic and administrative role of artificial intelligence in education. Sustainability, 14(3), Article 1101. https://doi.org/10.3390/su14031101
3. Aktaş, B. N. (2024). Artificial intelligence: A new paradigm for leadership. Trends, Challenges, and Practices in Contemporary Strategic Management (pp. 33–50). IGI Global Scientific Publishing. https://www.igi-global.com/chapter/artificial-intelligence/336788
4. Alfred Nobel University, Kholod, S. B., & Momot, V. Ye. (2024). Providing academic honesty and data reliability to WoS-indexed sources. Academic Review, 2(61), 7–19. https://doi.org/10.32342/2074-5354-2024-2-61-1
5. Amirullah, S., Octaviany, A., & Aedi, N. (2019). Continuous quality improvement management models in private higher education. In Proceedings of the International Conference on Research of Educational Administration and Management (pp. 42–48). https://doi.org/10.2991/icream-18.2019.9
6. Ayçiçek, B. (2025). Attitudes toward artificial intelligence in higher education: A mixed-methods study. Journal of University Research, 8(4), 517–534. https://doi.org/10.32329/uad.1770973
7. Barcos Redin, L., Morales-Contreras, M. F., Suarez-Barraza, M. F., & Rodríguez Chacón, V. M. (2025). TQM, Lean, Six Sigma, and Kaizen in higher education management: A bibliometric analysis. The TQM Journal. https://doi.org/10.1108/TQM-12-2024-0519
8. Barnes, E., & Hutson, J. (2024a). Navigating the ethical terrain of AI in higher education: Strategies for mitigating bias and promoting fairness. Forum for Education Studies, 2(2). https://doi.org/10.59400/fes.v2i2.1229

9. Barnes, E., & Hutson, J. (2024b). Strategic integration of AI in higher education and industry: The AI 8-point model. ASSM Journal. https://doi.org/10.63002/assm.26.520
10. Bilgem TÜBİTAK. (2021). Ulusal yapay zekâ stratejisi 2021–2025. https://bilgem.tubitak.gov.tr/wp-content/uploads/sites/8/TR-UlusalYZStratejisi2021-2025.pdf
11. Buaton, R., Muhammad, Z., Elviwani, & Dilham, A. (2022). Optimization of higher education internal quality audits based on artificial intelligence. Journal of Artificial Intelligence and Engineering Applications, 1(2), 158–161. https://doi.org/10.59934/jaiea.v1i2.83
12. CHEA. (2025). CHEA guiding principles for artificial intelligence in accreditation and recognition. https://www.chea.org/sites/default/files/other-content/Guiding%20Principles%20for%20Artificial%20Intelligence%20in%20Accreditation%20and%20Recognition---Feb%2013%202025.pdf
13. Chedrawi, C., Kazoun, N., & Kokkinaki, A. (2024). The role of AI agents in fostering inclusivity for HEIs’ students with special needs against backdrops of the accreditation trend. Quality Assurance in Education, 32(4), 582–596. https://doi.org/10.1108/QAE-01-2024-0010
14. Cheng, E. C. K. (2025). Strategic use of data in higher education institutions for quality enhancement. Navigating Quality Assurance and Accreditation in Global Higher Education (pp. 535–562). IGI Global Scientific Publishing. https://www.igi-global.com/chapter/strategic-use-of-data-in-higher-education-institutions-for-quality-enhancement/365750
15. Chu, H., & Liu, Y. (2024). Research on reforming the training model of master’s talents in design in ethnic regions of universities based on artificial intelligence. In Proceedings of the 9th International Conference on Information and Education Innovations (pp. 57–62). https://doi.org/10.1145/3664934.3664949
16. Deroncele-Acosta, A., Palacios-Núñez, M. L., & Toribio-López, A. (2023). Digital transformation and technological innovation on higher education post-COVID-19. Sustainability, 15(3), Article 2466. https://doi.org/10.3390/su15032466
17. Drach, I., Petroye, O., Borodiyenko, O., Reheilo, I., Bazeliuk, O., Bazeliuk, N., & Slobodianiuk, O. (2023). The use of artificial intelligence in higher education. International Scientific Journal of Universities and Leadership, 15, 66–82. https://doi.org/10.31874/2520-6702-2023-15-66-82
18. Durmuş Şenyapar, H. N., & Bayındır, R. (2025). Sürdürülebilir kalite güvencesi için sistematik bir sürekli iyileştirme aracı: Gazi Üniversitesi kalite iyileştirme planı. Journal of University Research, 8(2), 253–270.
19. ENQA. (2024). Supporting cultures of academic integrity: The role of quality assurance agencies in promoting and enhancing academic integrity and ensuring learning. https://www.enqa.eu/news/supporting-cultures-of-academic-integrity-the-role-of-quality-assurance-agencies-in-promoting-and-enhancing-academic-integrity-and-ensuring-learning/
20. EUA. (2024a). EUA launches map of European universities’ efforts to tackle digital transformation. https://www.eua.eu/news/eua-news/eua-launches-map-of-european-universities-efforts-to-tackle-digital-transformation.html
21. EUA. (2024b). The role of quality assurance agencies in regulating the use of generative artificial intelligence in the higher education system. https://www.eua.eu/publications/conference-papers/the-role-of-quality-assurance-agencies-in-regulating-the-use-of-generative-artificial-intelligence-in-the-higher-education-system.html
22. EUA. (2025). Digital transition. https://www.eua.eu/our-work/topics/digital-transition.html
23. Fecher, B., Hebing, M., Laufer, M., Pohle, J., & Sofsky, F. (2025). Friend or foe? Exploring the implications of large language models on the science system. AI & Society, 40(2), 447–459. https://doi.org/10.1007/s00146-023-01791-1
24. Ferdousi, B. (2024). Generative artificial intelligence ChatGPT in education: Challenges and opportunities. Journal of Systemics, Cybernetics and Informatics, 22(6), 48–64. https://doi.org/10.54808/JSCI.22.06.48
25. Fırat, M. (2025). Akademide metrik kültür erozyonu ve yükselen anomaliler. Journal of University Research, 8(3), 380–392. https://doi.org/10.32329/uad.1670503
26. George, B., & Wooden, O. (2023). Managing the strategic transformation of higher education through artificial intelligence. Administrative Sciences, 13(9), Article 196. https://doi.org/10.3390/admsci13090196
27. Hajjaji, I., Alami, H. E., El-Fenni, M. R., & Dahmouni, H. (2021). Evaluation of artificial intelligence algorithms for predicting power consumption in university campus microgrid. In 2021 International Wireless Communications and Mobile Computing Conference (IWCMC) (pp. 2121–2126). IEEE. https://doi.org/10.1109/IWCMC51323.2021.9498891
28. Herbert, C., & Dołżycka, J. D. (2024). Teaching online with an artificial pedagogical agent as a teacher and visual avatars for self–other representation of learners. Frontiers in Education, 9, Article 1416033. https://doi.org/10.3389/feduc.2024.1416033
29. Jenkins, D., & Khanna, G. (2025). AI-enhanced training, education, & development: Exploration and insights into generative AI’s role in leadership learning. Journal of Leadership Studies, 18(4), 81–97. https://doi.org/10.1002/jls.70004
30. Jensen, N., Kelly, A. H., & Avendano, M. (2022). Health equity and health system strengthening—Time for a WHO re-think. Global Public Health, 17(3), 377–390. https://doi.org/10.1080/17441692.2020.1867881
31. Lestari, R., Windarwati, H. D., & Hidayah, R. (2024). AI-driven decision-making applications in higher education. Using Traditional Design Methods to Enhance AI-Driven Decision Making (pp. 246–268). IGI Global Scientific Publishing. https://www.igi-global.com/chapter/ai-driven-decision-making-applications-in-higher-education/336702
32. Li, K., Cui, Y., Li, W., Lv, T., Yuan, X., Li, S., Ni, W., Simsek, M., & Dressler, F. (2023). When Internet of Things meets metaverse: Convergence of physical and cyber worlds. IEEE Internet of Things Journal, 10(5), 4148–4173. https://doi.org/10.1109/JIOT.2022.3232845
33. Maciá-Pérez, F., Lorenzo-Fonseca, I., & Berná-Martínez, J.-V. (2024). An AI-based ventilation KPI using embedded IoT devices. IEEE Embedded Systems Letters, 16(1), 9–12. https://doi.org/10.1109/LES.2023.3238284
34. Mariam, G., Adil, L., & Zakaria, B. (2024). The integration of artificial intelligence into education systems and its impact on the governance of higher education institutions. International Journal of Professional Business Review, 9(12), Article 13. https://dialnet.unirioja.es/servlet/articulo?codigo=9868422
35. McGowan, M., Correia Martins, F., Keen, J.-L., Whitehead, A., Davis, E., Pathiraja, P., Bolton, H., & Baldwin, P. (2024). Can natural language processing be effectively applied for audit data analysis in gynaecological oncology at a UK cancer centre? International Journal of Medical Informatics, 182, Article 105306. https://doi.org/10.1016/j.ijmedinf.2023.105306
36. Mehriban, I. (2024). PAHTEI—Proceedings of Azerbaijan high technical educational institutions, 40(5). https://doi.org/10.5281/zenodo.11067078
37. Mishara, P. (2024). The ethical implications of AI in education: Privacy, bias, and accountability. Journal of Informatics Education and Research, 4(2). https://doi.org/10.52783/jier.v4i2.1827
38. Mishra, R. (2019). Usage of data analytics and artificial intelligence in ensuring quality assurance at higher education institutions. In 2019, Amity International Conference on Artificial Intelligence (AICAI) (pp. 1022–1025). IEEE. https://doi.org/10.1109/AICAI.2019.8701392
39. Nagy, G. (2025). Performance measurement and quality assurance in higher education: Application of DEA, AHP, and Bayesian models. Trends in Higher Education, 4(3), Article 54. https://doi.org/10.3390/higheredu4030054
40. Newton, P. M., & Draper, M. J. (2025). Widespread use of summative online unsupervised remote examinations in UK higher education: Ethical and quality assurance implications. EdArXiv. https://doi.org/10.35542/osf.io/w5jnp_v1
41. Ngoc, N. M., Hieu, V. M., & Tien, N. H. (2023). Impact of accreditation policy on quality assurance activities of public and private universities in Vietnam. International Journal of Public Sector Performance Management, 10, 1–15.
42. Nik Harun, N. A., Md Syed, M. A., & Abdullah, F. (2025). Revolutionising costume design education: A case study on the impact of Microsoft Copilot. Quality Assurance in Education, 33(2), 321–335. https://doi.org/10.1108/QAE-06-2024-0119
43. OECD. (2025). Higher education policy. https://www.oecd.org/en/about/programmes/higher-education-policy.html
44. Pereira, D. S. M., Falcão, F., Costa, L., Lunn, B. S., Pêgo, J. M., & Costa, P. (2023). Conversational agents in higher education: A scoping review. International Journal of Educational Research, 122, Article 102233. https://doi.org/10.1016/j.ijer.2023.102233
45. Prinsloo, P. (2020). Of “black boxes” and algorithmic decision-making in higher education – A commentary. Big Data & Society, 7(1). https://doi.org/10.1177/2053951720933994
46. Rane, N., Shirke, S., Choudhary, S. P., & Rane, J. (2024). Artificial intelligence in education: A SWOT analysis of ChatGPT and its impact on academic integrity. Journal of ELT Studies, 1(1), 16–35. https://doi.org/10.48185/jes.v1i1.1315
47. Rashidi, E., & Jingura, R. M. (2023). Performance management and quality assurance in higher education. International Journal of African Higher Education, 10(2), 83–112. https://doi.org/10.6017/ijahe.v10i2.17615
48. Rey-Hernández, A., San José-Alonso, J., Picallo-Perez, A., Rey-Martínez, F. J., Elgharib, A. O., Rey-Hernández, J. M., & Salem, K. M. (2025). A predictive approach for energy efficiency and emission reduction in university campuses. Applied Sciences, 15(17), Article 9419. https://doi.org/10.3390/app15179419
49. Rockett, E. (2025). Innovative solutions to fashion’s biggest problems: The impact of artificial intelligence on SDGs 9 and 12. A case study from London College of Fashion. International Journal of Educational Management, 1–15. https://doi.org/10.1108/IJEM-12-2024-0853
50. Roy, S. (2025). Integration of green IoT and artificial intelligence for advancing environmental sustainability and SDG indicators. GeoJournal, 90(5). https://doi.org/10.1007/s10708-025-11517-z
51. Scholkmann, A., Olsen, D. S., & Wollscheid, S. (2024). Perspectives on disruptive change in higher education: A critical review of digital transformation during COVID-19. Higher Education Research & Development, 43(6), 1355–1369. https://doi.org/10.1080/07294360.2024.2325140
52. Selvaratnam, R., & Venaruzzo, L. (2023). Governance of artificial intelligence and data in Australasian higher education: A snapshot of policy and practice. ACODE Whitepapers. https://doi.org/10.14742/apubs.2023.717
53. Shuliar, V., Shkurko, V., Polukhtovych, T., Semeniako, Y., Shanaieva-Tsymbal, L., & Koltok, L. (2023). Using artificial intelligence in education. BRAIN: Broad Research in Artificial Intelligence and Neuroscience, 14(3), 516–529. https://doi.org/10.18662/brain/14.3/488
54. Siminto, S., Akib, A., Hasmirati, H., & Widianto, D. S. (2023). Educational management innovation through the use of artificial intelligence in higher education. Al-Fikrah: Jurnal Manajemen Pendidikan, 11(2), 284–296. https://doi.org/10.31958/jaf.v11i2.11860
55. Sims, D., Zingela, Z., Mokhachane, M., Botha, G., Mawela, D., Singaram, V., Baatjes, K., Green-Thompson, L., & Begg, K. (2025). Medical education reflections and perspectives from South Africa: A review. BMC Medical Education, 25(1), Article 370. https://doi.org/10.1186/s12909-025-06910-8
56. Singh, J. P., Mishra, N., & Mishra, K. K. (2025). Adapting quality assurance practices in higher education for the 21st century: Challenges and innovations. Higher Education and Quality Assurance Practices (pp. 1–36). IGI Global Scientific Publishing. https://www.igi-global.com/chapter/adapting-quality-assurance-practices-in-higher-education-for-the-21st-century/366265
57. Singleton, J. D. (2025). Artificial intelligence in higher education accreditation: Advancing quality, accessibility, and special education inclusion. Accountability in Higher Education (pp. 269–306). IGI Global Scientific Publishing. https://www.igi-global.com/chapter/artificial-intelligence-in-higher-education-accreditation/373655
58. Slimi, Z., & Carballido, B. V. (2023). Navigating the ethical challenges of artificial intelligence in higher education. TEM Journal, 12(2), 590–602.
59. Sudhir, V. (2024). The ethics of AI in the administration of higher education. International Journal for Multidisciplinary Research, 6(6). https://doi.org/10.36948/ijfmr.2024.v06i06.30189
60. Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning and Teaching, 6(1), 31–40. https://doi.org/10.37074/jalt.2023.6.1.17
61. Talu, A. A., & Tezci, E. (2025). Yükseköğretimde dijitalleşme ve e-öğrenme: Kalite güvencesi süreçlerinin dönüşümü. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi, 8(2), 121–139.
62. Thakur, A., Singla, K., Singla, K., Mishra, K. A., Kaur, P., & Kaur, S. (2025). An interplay among digital transformation, AI adoption, and inclusive education. International Journal of Educational Management. https://doi.org/10.1108/IJEM-11-2024-0686
63. Tobias, R. R., Minglana, J., Hernandez, D. K., Mital, M. E., & Roxas, R. E. (2023). Artificial intelligence applications in quality management systems of Philippine HEIs. In Intelligent sustainable systems (pp. 159–172). Springer Nature. https://doi.org/10.1007/978-981-19-7663-6_16
64. Ugrekhelidze, S. (2025). Role of digitalization and artificial intelligence in education administration. In Digital management and artificial intelligence (pp. 324–336). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-88052-0_27
65. UNESCO. (2022). Recommendation on the ethics of artificial intelligence. https://unesdoc.unesco.org/ark:/48223/pf0000380455
66. UNESCO. (2025a). Global AI ethics and governance observatory. https://www.unesco.org/ethics-ai/en
67. UNESCO. (2025b). New UNESCO report shows the growing importance of school leaders. https://www.unesco.org/en/articles/new-unesco-report-shows-growing-importance-school-leaders-digital-transformation-education-speeds
68. Vashishth, T. K., Sharma, V., Sharma, K. K., Kumar, B., Panwar, R., & Chaudhary, S. (2024). AI-driven learning analytics for personalized feedback and assessment in higher education. Using Traditional Design Methods to Enhance AI-Driven Decision Making (pp. 206–230). IGI Global Scientific Publishing. https://www.igi-global.com/chapter/ai-driven-learning-analytics-for-personalized-feedback-and-assessment-in-higher-education/336700
69. Vindača, O., & Ļubkina, V. (2021). Renewed trends in higher education following COVID-19. Society. Integration. Education. Proceedings of the International Scientific Conference, 1, 755–765. https://doi.org/10.17770/sie2021vol1.6322
70. Yeşilbaş Özenç, Y. (2025). Yükseköğretimde kalite. Journal of University Research, 8(1), 149. https://izlik.org/JA26UN94EA