Role of Digitalization and Artificial Intelligence in Education Administration (Case of Accreditation Procedure in Georgia)

Georgia joined the Bologna Process in 2005 at the Bergen Summit, following the Rose Revolution in the country. Since then, the accreditation institution has appeared in the higher education area of Georgia with the passage of the new law on Higher Education. Before 2005, the Ministry of Education and Science of Georgia granted the status of HEIs through the procedure of licensing. Scientific literature discusses accreditation since 2005, while the period after the Soviet Union directly affected the legal interests of the citizens who acquired education during these years until 2005. Therefore, it is important to investigate why digitalization of that data is necessary and how it supports citizens in realizing their rights in the country and outside of it, considering the EHEA requirements and Georgia’s political course to become a member of the EU. Digitalization of the accreditation awarding procedure is needed for further educational governance. Higher education funding, education recognition, and diploma verification procedures by the state depend on the accreditation results. Accordingly, desktop and qualitative research will be conducted to identify relevant political, legal, and social backgrounds and future approaches to describe digitalization and AI implementation perspectives. In the era of technologies, digital governance, and AI implementation are directly related to democracy and trustworthy administration, as relevant data processing objectively and transparently is provided for further policy-making. The Ministry of Education, Science, and Youth of Georgia elaborated the Education and Science Strategy, where digitalization is one of the priorities. The study addresses the challenges related to the digital transformation of governance and provides new approaches for managerial decision-making.