Artificial intelligence serves as a pedagogical ally in teaching instruction, as it cannot replace teaching values or substitute instruction for human-led value formation teaching. This qualitative study examines how educational administrators manage the administrative resources that influence the effective integration of artificial intelligence in teaching values education in one of the Philippine higher education institutions in Leyte. It is guided by the resource-based view, transformational leadership, and socio-technical systems perspectives, which investigate the four questions on the roles of systems of administrative resource management, their modes of allocation of educational resources, challenges in artificial intelligence integration, and strategic measures for sustainable use. Using a qualitative multiple case study design, it engaged the Unit Head of Values Education and the Values Education faculty through a validated semistructured questionnaire, where data were analyzed thematically through its patterned practices and limitations. Strategic funding for artificial intelligence software and teacher training for values education faculty enables administrators to support teaching and management. The study also reveals significant infrastructural, financial, and policy gaps, such as unstable connectivity, outdated systems, and a lack of artificial intelligence budgets. It calls for sustainable, ethical artificial integration in values education, values education that depends on educational administrators who strategically allocate resources, and values education that designs policies and provides training for professional development. It recommends an institution-wide, equally distributed resource allocation; sustainable mentorship and training programs that align with artificial intelligence initiatives; and further research on leadership competencies and long-term effects of artificial intelligence on students' moral reasoning and value formation.