PERCEIVED ROLE OF SCHOOL LEADERS IN INTEGRATING ARTIFICIAL INTELLIGENCE FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT
Abstract
Artificial Intelligence (AI) is increasingly recognised as a transformative technology with
the potential to enhance Education for Sustainable Development (ESD) by promoting
innovative pedagogies, personalised learning, and sustainable educational practices.
However, the successful integration of AI within schools depends largely on the strategic
vision and leadership of school leaders, particularly in resource-constrained contexts
where infrastructural and capacity challenges persist. This study examined school
leaders' visions for integrating AI into ESD in South African schools. Guided by the
constructivist paradigm, the study employed a qualitative approach and a generic
qualitative research design. Data were collected through semi-structured interviews with
12 purposively selected school leaders, comprising four principals, four deputy principals,
and four heads of department, and analysed using thematic analysis. The findings
revealed that school leaders envision AI integration through seven interconnected
leadership dimensions: providing visionary leadership, undertaking strategic advocacy,
promoting AI-enabled experiential learning, enhancing global competitiveness and
equitable access to information, improving teacher efficiency through automated planning
and assessment, fostering entrepreneurial agency, and advocating for structural and
financial infrastructure readiness. These findings demonstrate that effective AI integration
extends beyond technology adoption to encompass strategic leadership, ethical
governance, capacity building, and sustainable institutional development. The study
contributes to the growing scholarship on AI-enabled educational leadership by extending
transformational leadership theory within the context of ESD and offering a contextually
grounded leadership framework for resource-constrained educational settings. The study
concludes that successful AI integration requires collaborative action among school
leaders, policymakers, and other stakeholders and recommends sustained investment in
digital infrastructure, leadership development, continuous professional learning, and comprehensive AI policy frameworks to promote equitable and sustainable educational
transformation.
Keywords: Artificial Intelligence, Educational leadership, Experiential learning, School
leaders, Sustainable development
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