Ethical Knowledge and Human-Centered Strategic Management in Education: A Philosophy of Science Perspective
DOI:
https://doi.org/10.38035/bcpr.v2i1.68Keywords:
Ethical knowledge, human-centered strategy, philosophy of science, educational management, responsible artificial intelligenceAbstract
The study entitled “Ethical Knowledge and Human-Centered Strategic Management in Education: A Philosophy of Science Perspective” is motivated by the growing use of data, performance measurement, and artificial intelligence in educational management. It aims to explain how ontology, epistemology, and axiology can shape ethical and human-centered strategic management in education. The study employs a conceptual qualitative approach through an integrative synthesis of literature concerning philosophy of science, educational purposes, organizational knowledge, strategic capability, responsible artificial intelligence, and learner agency. The analysis identifies five interrelated themes: ethical knowledge as a strategic foundation, balanced accountability beyond measurable outcomes, artificial intelligence as an epistemic aid under human oversight, governance of knowledge power through justice and care, and institutional capability for ethical learning. The resulting framework positions ethical knowledge governance as the link between philosophical foundations and strategic action. The study concludes that educational institutions should align academic quality, human dignity, inclusion, well-being, and responsible innovation when making strategic decisions. The framework provides a conceptual foundation for future empirical validation in different educational settings.
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