PERCEIVED ROLE OF SCHOOL LEADERS IN INTEGRATING ARTIFICIAL INTELLIGENCE FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT
| Author | Contact |
|---|---|
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Nombuso Khanyisile Ndimande Department of Education, Leadership and Management Faculty of Education, University of Johannesburg, Johannesburg, South Africa |
nombusondimande@yahoo.com ORCiD: 0009-0007-3314-0666 |
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Peter Babajide Oloba Department of Languages, Cultural Studies and Applied Linguistics Faculty of Education, University of Johannesburg, Johannesburg, South Africa |
olobapeter4u@gmail.com ORCiD: 0000-0002-1201-4341 |
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Respect Bangu Department of Languages Arts and Culture UNISA, Johannesburg, South Africa |
Ressiebangu13@gmail.com ORCiD: 0000-0002-0061-6978 |
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Sadi Seyama Department of Education, Leadership and Management Faculty of Education, University of Johannesburg, Johannesburg, South Africa |
sseyama@uj.ac.za ORCiD: 0000-0002-5234-0555 |
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
