Artificial intelligence and school leadership: challenges, opportunities and implications
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The benefits of an AI-driven approach for students, educators, and the educational system at large are substantial.
“While adapting to this AI-driven approach presents certain challenges, the benefits for students, educators, and the educational system at large are substantial (for in-depth reviews, see Farhi et al., 2023;Fullan et al., 2023;Ottenbreit-Leftwich et al., 2023).”
From Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education (2024) · cites this paper as Fullan et al., 2023
Cites
Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence
Cooper, G. (2023) · Journal of Science Education and Technology · doi:10.1007/s10956-023-10039-y · Cited by 1,263 · cited 1× · see citing works
“Cooper (2023) considers the impact of GenAI as having a seismic shift on education globally.”
Revolutionizing education with AI: Exploring the transformative potential of ChatGPT
Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023) · Contemporary Educational Technology · doi:10.30935/cedtech/13152 · Cited by 975 · see citing works
COVID-19—School leadership in crisis
Harris, A. (2020) · Journal of Professional Capital and Community · doi:10.1108/jpcc-06-2020-0045 · Cited by 325 · see citing works
Self-citationNew Modes of Learning Enabled by AI Chatbots: Three Methods and Assignments
Mollick, E. R., & Mollick, L. (2022) · SSRN Electronic Journal · doi:10.2139/ssrn.4300783 · Cited by 176 · see citing works
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Walter, Y. (2024) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-024-00448-3 · Cited by 1,113 · see citing works
“While adapting to this AI-driven approach presents certain challenges, the benefits for students, educators, and the educational system at large are substantial (for in-depth reviews, see Farhi et al., 2023; Fullan et al., 2023; Ottenbreit-Leftwich et al., 2023).”
Teachers’ perspectives on artificial intelligence in education
Uygun, D. (2024) · Advances in Mobile Learning Educational Research · doi:10.25082/amler.2024.01.005 · Cited by 99 · see citing works
Arar, K., Tlili, A., Schunka, L., Salha, S., & Saiti, A. (2025) · Leadership and Policy in Schools · doi:10.1080/15700763.2025.2451982 · Cited by 43 · see citing works
- Authors
- Fullan, M., Azorín, C., Harris, A., & Jones, M.
- Affiliations
- University of Toronto (CA)
- University of Murcia, Murcia, Spain
- Cardiff Metropolitan University (GB)
- Corresponding author
- Harris, Alma
- Venue
- School Leadership & Management
- Publisher
- Informa UK Limited
- Published
- 2023-08-27
- Volume
- 44
- Issue
- 4
- Pages
- 339-346
- ISSN
- 1363-2434 (ISSN-L)
- 1364-2626
- OpenAlex
- W4386203924
- Cited by
- 224
- References
- 4
- Citations by year
- 2026: 84 · 2025: 98 · 2024: 39 · 2023: 3
- FWCI
- 52.57
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- School Leadership and Management (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Education › Education and Communication Studies
- Physical Sciences › Computer Science › Artificial Intelligence › Artificial Intelligence Applications
- Keywords
- artificial intelligence, school leadership, educational technology, school principals
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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