International Journal of Artificial Intelligence and Education Technology

Educational institutions are under growing pressure to integrate artificial intelligence (AI) and education technology (EdTech) in ways that improve teaching, governance, and service delivery rather than merely expand digital procurement. Strategic planning is therefore a core institutional capability: it aligns infrastructure, teacher readiness, student access, digital learning resources, and governance routines into a coherent transformation agenda. This study develops an AI-enabled strategic planning framework using the public 2023 World Bank EdTech Readiness Index (ETRI) pilot evidence. The framework converts traffic-light dashboard indicators into pillar-level maturity scores, strategic gaps, and a multi-criteria readiness benchmark. Empirical analysis of the Ho Chi Minh City and Dominican Republic pilot dashboards shows that school management is the strongest readiness domain in both settings, whereas connectivity and digital education resources remain more constrained. The paper contributes a managerial decision model that translates readiness evidence into institutional priorities, implementation roadmaps, and governance checkpoints. Unlike tool-centred studies, the analysis treats AI as a decision-support capability for educational planning. The framework offers a transparent and reproducible approach for organising EdTech strategy while keeping final decisions anchored in professional judgement and educational value.

Storytelling has long been recognized as a powerful tool for engaging and educating audiences, and with the advancements in technology, educators now have more resources at their disposal than ever before. By combining traditional storytelling techniques with AI-powered tools and multimedia elements such as images, sounds, and texts, teachers can create dynamic and interactive stories that captivate and inspire their students. This integration of old and new storytelling tactics not only enhances the learning experience for students but also helps teachers develop their own skills in constructing compelling and innovative content. Therefore, research is essential to investigate whether these applications are useful in developing teacher’s skills in creating compelling storytelling with innovative content. The purpose of this research was to investigate the impact of AI-powered tools and technology on storytelling and the relationship between human fantasy and AI fantasy to create successful storytelling. Participants were 90 teachers enrolled in vocational diploma programs in the faculty of education at Mansoura University.  Results indicated participants in the AI-Powered Storytelling Tactics groups significantly increased scores on storytelling video assignment creation and engagement with the experience, and indicated a likelihood to use AI-Powered Storytelling Tactics with their future students.