AI-Driven Leadership: A Conceptual Framework for Educational Decision-Making in the AI Era
Dean Collin Langeveldt 
Issue: Vol.5 No.8 Issue Article 12 pp.1582-1595
DOI: https://doi.org/10.38159/ehass.20245812 | Published online 30th August, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Artificial Intelligence (AI) is changing the way students are educated in many ways, like improving teaching and learning, personalizing learning experiences, making things more efficient and effective, and promoting creativity and inclusivity. AI can cause problems for educational leaders. It can bring up ethical, legal, social, and cultural issues. It also requires leaders to learn new skills and abilities for the AI age. There is a need for Educational leaders to be proactive and strategic in order to make the most of the advantages and find solutions for the issues related to AI in education. This article aimed to examine how artificial intelligence is used in leadership in education. It also proposed a framework to understand and develop AI-based leadership in education. The basic idea of the conceptual framework relies on the theories of AI, leadership, and decision-making. It has four parts: inputs, processes, outputs, and feedback. The impact of the conceptual framework on education practices and policies was also examined. The article also discussed how education practices and policies are influenced by the conceptual framework. Additionally, the article explored the relationship between the conceptual framework and its effects on education practices and policies. The article highlighted the framework’s limitations and suggests potential areas for future research. This study contributes to the existing literature on enhancing learning through technology.
Keywords: Artificial Intelligence, Educational Leadership, Decision-Making, Conceptual Framework.
Bostrom, N., and E. Yudkowsky. “The Ethics of Artificial Intelligence .” In The Cambridge Handbook of Artificial Intelligence, edited by K. Frankish and W. Ramsey. Cambridge: Cambridge University Press, 2023.
Brynjolfsson, Erik, and Andrew McAfee. The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies. WW Norton & Company, 2014.
Bush, T. Theories of Educational Leadership and Management. 5th ed. Sage Publications, 2023.
Davenport, T.H., and J. Foutty. “AI-Driven Leadership.” MIT Sloan Management Review, 2023. https://sloanreview.mit.edu/article/ai-driven-leadership/.
Fullan, M. Leading in a Culture of Change. San Francisco: Jossey-Bass, 2001.
Gronn, Peter. The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform. Sage, 2003.
Hallinger, Philip. “Leading Educational Change: Reflections on the Practice of Instructional and Transformational Leadership.” Cambridge Journal of Education 33, no. 3 (2003): 329–52.
Holmes, Emily A, Simon E Blackwell, Stephanie Burnett Heyes, Fritz Renner, and Filip Raes. “Mental Imagery in Depression: Phenomenology, Potential Mechanisms, and Treatment Implications.” Annual Review of Clinical Psychology 12, no. 1 (2016): 249–80.
Holmes, Wayne, Maya Bialik, and Charles Fadel. Artificial Intelligence in Education Promises and Implications for Teaching and Learning. Center for Curriculum Redesign, 2019.
Hoy, W. K., and C. J. Tarter. Administrators Solving the Problems of Practice: Decision-Making Concepts, Cases, and Consequences . 3rd ed. Pearson Education, 2008.
Langeveldt, Dean Collin, and Doniwen Pietersen. “Data-Driven Strategies for Addressing Challenges in Teacher Placement: A Legal and Pedagogical Analysis for Inclusive Education in South Africa.” E-Journal of Humanities, Arts, and Social Sciences (EHASS) 39, no. 3 (2023): 1–121. https://doi.org/10.38159/ehass.202341219
Leithwood, Kenneth, Alma Harris, and David Hopkins. “Seven Strong Claims about Successful School Leadership.” School Leadership and Management 28, no. 1 (2008): 27–42.
Leithwood, Kenneth, and Doris Jantzi. “Transformational School Leadership for Large-Scale Reform: Effects on Students, Teachers, and Their Classroom Practices.” School Effectiveness and School Improvement 17, no. 2 (2006): 201–27.
Luckin R., Holmes W., Griffiths M., and Forcier L.B. Intelligence Unleashed: An Argument for Artificial Intelligence in Education. Pearson, 2023.
Luckin, Rose. “Towards Artificial Intelligence-Based Assessment Systems.” Nature Human Behaviour 1, no. 3 (2017): 0028.
Pietersen, Doniwen, Dean Langeveldt, and Arrie Van Wyk. “The Multidimensional Role of the Principal in Post-Apartheid-South-Africa.” Research in Educational Policy and Management 5, no. 2 (December 13, 2023): 263–74.
https://doi.org/10.46303/repam.2023.30.
Russell, S.J., and P. Norvig. Artificial Intelligence: A Modern Approach . 4th ed. London: Pearson Education, 2023.
Selwyn, Neil, Luci Pangrazio, Selena Nemorin, and Carlo Perrotta. “What Might the School of 2030 Be like? An Exercise in Social Science Fiction.” Learning, Media and Technology 45, no. 1 (2020): 90–106.
Simon, H. A. The New Science of Management Decision. London: Prentice Hall, 1977.
Sheninger, Eric C. Digital Leadership: Changing Paradigms for Changing Times. 2nd ed. Thousand Oaks, CA: Corwin, 2019
Spillane, J. P. Distributed Leadership. San Francisco: Jossey-Bass, 2006.
Susskind, R., and D. Susskind. The Future of Professions: How Technology Will Transform the Work of Human Experts. London: Oxford University Press, 2023.
UNESCO. “ Artificial Intelligence in Education,” 2023. https://en.unesco.org/artificial-intelligence/education.
Wang, Yinying. “Artificial Intelligence in Educational Leadership: A Symbiotic Role of Human-Artificial Intelligence Decision-Making.” Journal of Educational Administration 59, no. 3 (2021): 256–70.
Williamson, B. Big Data in Education: The Digital Future of Learning, Policy and Practice. London: Sage, 2018.
Wing, Jeannette M. “Computational Thinking.” Communications of the ACM 49, no. 3 (2023): 33–35.
Dr. Dean Collin Langeveldt is a Lecturer in Psychology of Education at Sol Plaatje University’s Faculty of Education. With a teaching career spanning from 1994 to 2021, he has extensive experience in education, law, management, work-integrated learning (WIL), and human rights. His research focuses on bullying, inclusive education, pre-service teacher education, and educational leadership. Dr. Langeveldt holds a BA, HDE, ACE, Hons (cum laude), MEd, and PhD.
Langeveldt, Dean Collin. “AI-Driven Leadership: A Conceptual Framework for Educational Decision-Making in the AI Era,” E-Journal of Humanities, Arts and Social Sciences 5, no.8 (2024): 1582-1595. https://doi.org/10.38159/ehass.20245812
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
