Bina Darma Study: Change Management Key to Successful AI Adoption in Elementary Schools

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FORMOSA NEWS

Artificial Intelligence (AI) technology is now entering primary education, but its successful integration heavily depends on a school's organizational readiness. A 2026 study from Bina Darma University in Palembang, conducted by researchers Iyut Khumaidah, Waspodo, Dina Meilita, and Muhammad Izman Herdiansyah, reveals that school-level organizational change management plays a vital role. This research demonstrates that sophisticated technological infrastructure alone is insufficient without the support of strong principal leadership and continuous teacher training.

Background: The Digital Era and Adaptation Challenges for Elementary Teachers

The rapid advancement of AI has driven major transformations in modern educational systems, ranging from personalized learning to automated assessment systems. However, integrating these technologies at the elementary school level still faces tangible barriers. The researchers noted primary challenges such as teachers' limited understanding of AI, hesitation to leverage technological innovations, and the absence of clear institutional policies within schools.

Historically, most AI research in education has focused primarily on technical aspects and software applications. Comparatively few studies have examined how schools, as social organizations, manage the behavioral and cultural adaptation of their members. In fact, without effective change management from school leadership, technological innovation risks causing confusion and resistance among teachers.

Methodology: Surveying AI Readiness in Banyuasin

To map the impact of change management on AI adoption readiness, the research team employed a quantitative approach using a survey method. The study was conducted directly across three public elementary schools in Talang Kelapa District, Banyuasin Regency: State Elementary School (SD Negeri) 12, SD Negeri 20, and SD Negeri 27.

Data collection utilized a saturated sampling (census) technique involving a total of 100 respondents, comprising teachers and school principals. Primary data was gathered through a structured questionnaire using a 1–5 Likert scale, and subsequently analyzed using simple linear regression and hypothesis testing with SPSS software.

Key Findings: The Strong Influence of Change Management

Statistical analysis proves that organizational change management has a very strong and significant relationship in building school readiness to face AI innovations:

• Significant Positive Effect: Organizational change management is proven to partially exert a significant positive effect on a school's readiness to implement AI technology ($t = 11.159$; $p = 0.000$).
• Major Contribution to Readiness: The coefficient of determination ($R^2$) stands at 0.560. This indicates that 56.0% of the variance in a school's AI adoption readiness is determined by the effectiveness of its change management practices. The remaining 44.0% is influenced by other external factors outside the model, such as technical infrastructure and supporting resources.
• Strong Positive Correlation: The correlation value ($R = 0.748$) confirms a very strong positive relationship. The better the quality of change management implemented by the school, the higher the level of teacher readiness and openness toward AI adoption.
• Leadership and Training as Pillars: The principal's role in communicating an innovative vision, providing digital competency development training for teachers, and maintaining transparent communication proved effective in mitigating teacher resistance and apprehension toward new technology.

Impact and Implications: A New Mandate for School Leadership and Policy

These research findings carry strategic implications for public policymakers, educational authorities, and elementary school administrators. Digital transformation can no longer be viewed merely as a hardware procurement or technological infrastructure project. Schools must be developed into adaptive organizations that are ready for change.

School principals need to act as change leaders who actively guide, motivate, and provide clear direction to teachers during technological transitions. Furthermore, government bodies and education departments are expected to design structured and integrated digital training programs. By alleviating apprehension and enhancing digital competencies among educators early on, primary education institutions can create innovative learning environments equipped to prepare students with 21st-century skills.

Author Profiles

• Iyut Khumaidah 

  Corresponding Author. Graduate student in the Master of Management Program at Bina Darma University Palembang, South Sumatra, Indonesia.
• Waspodo Co-Author. Academician and researcher at Bina Darma University Palembang, South Sumatra, Indonesia.
• Dina Meilita Co-Author. Academician and researcher at Bina Darma University Palembang, South Sumatra, Indonesia.
• Muhammad Izman Herdiansyah Co-Author. Academician and researcher at Bina Darma University Palembang, South Sumatra, Indonesia.

Research Source

• Article Title: The Effect of School Change Management on Artificial Intelligence Implementation Readiness in Elementary Schools: Elementary School 12, 20, and 27 Talang Kelapa District, Banyuasin Regency
• Authors: Iyut Khumaidah, Waspodo, Dina Meilita, & Muhammad Izman Herdiansyah
• Affiliation: Bina Darma University Palembang, South Sumatra, Indonesia
• Publication Year: 2026
• Journal Name / DOI / Official URL: https://doi.org/10.55927/cjas.v4i6.194