This paper examines the role of Artificial Intelligence (AI) in crisis management within distance education, focusing on the technological, organizational, and social challenges that became particularly evident during the COVID-19 pandemic. Through a targeted literature review grounded in the theoretical frameworks of Situational Crisis Communication Theory (SCCT), the Technology–Organization–Environment (TOE) framework, and the Responsible AI Roadmap, the study analyzes the potential of AI to enhance crisis prevention, response and recovery in the educational process. A comprehensive thematic analysis is applied using SCCT, TOE and the Responsible AI Roadmap as the primary analytical lenses, alongside evidence concerning the role of AI and its ethical and social implications. The findings highlight the ethical and social prerequisites necessary for the responsible use of AI, emphasizing the need to ensure equity, transparency, and psychosocial safety. Ultimately, the study proposes a holistic approach to crisis management in distance education through the thoughtful integration of AI, grounded in pedagogical principles, organizational capacity, and ethical accountability.
Kyrou et al. (2026) studied this question.