School Leadership & Management

Formerly School Organisation

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Artificial intelligence and school leadership:

challenges, opportunities and implications

Michael Fullan, Cecilia Azorín, Alma Harris & Michelle Jones

To cite this article: Michael Fullan, Cecilia Azorín, Alma Harris & Michelle Jones (27 Aug 2023):
Artificial intelligence and school leadership: challenges, opportunities and implications, School
Leadership & Management, DOI: 10.1080/13632434.2023.2246856

To link to this article: https://doi.org/10.1080/13632434.2023.2246856

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SCHOOL LEADERSHIP & MANAGEMENT
https://doi.org/10.1080/13632434.2023.2246856

EDITORIAL

Artificial intelligence and school leadership: challenges,

opportunities and implications

Introduction
The Covid-19 pandemic initiated a sudden and unprecedented acceleration in the digi-
talisation of teaching and learning (Garciá et al. 2023). School leaders, teachers, and stu-
dents had to rapidly adapt to a virtual classroom with online resources, synchronous and
asynchronous teaching, and remote support (Harris and Jones 2020). Fast forward to the
present day and the rise of artificial intelligence (AI) and generative AI (GenAI), is the
latest global force that looks set to radically reshape and redefine the nature of learning
and teaching (Dobrin 2023).
The development of AI has advanced exponentially in recent years with the creation of
new groundbreaking GenAI technologies that directly impact on education, at all levels,
such as ChatGPT (Tajik and Tajik 2023). This latest Gen AI technology, and the technology
that will inevitably follow it, is already beginning to upend the educational landscape.
In this editorial, we consider the rise of AI generally, GenAI specifically, and its impact
on schools and school leaders. We consider some of the implications for education and
look at the challenges and opportunities associated with the infusion of AI into all parts
of daily life. We then consider school leadership and reflect on how it may be altered or
influenced by the arrival of this latest technological disrupter.

The rise of AI
While AI has been used in education for the past 40 years, according to the last Global
Education Monitoring Report that focused on ‘technology in education’, generative AI
(GenAI) is the latest technology with the potential to transform education (UNESCO
2023). While many question whether AI will accelerate changes in education, others
advocate caution about the use of technology, pointing out the advantages and disad-
vantages of its educational use (Bernacki, Greene, and Crompton 2020). Most recently,
Zhao et al. (2023) have warned about the potential negative relationship between AI
and individual-level subjective wellbeing.
Although AI is certainly nothing new (Mitrovic, du Boulay, and Yacef 2023; Ouyan
2023; Selwyn 2020), it has recently become far more visible within the education
sector because of GenAI, most specifically in the form of the application ChatGPT1
(Chen et al. 2020). ChatGPT, developed by OPENAI2, has prompted an educational water-
shed moment and has raised a wide range of pressing ethical, technical, and practical
issues that have consequences for the learning and teaching relationship.
Adiguzel, Kaya, and Cansu (2023, 1) note that ‘ChatGPT describes itself as a powerful
machine learning software that uses the Generative Pre-Trained Transformer (GPT)
algorithm to generate human-like responses to text-based inputs. In essence, it has

This article has been corrected with minor changes. These changes do not impact the academic content of the article.
© 2023 Informa UK Limited, trading as Taylor & Francis Group
2 EDITORIAL

the ability to reproduce responses that resemble those created by a human brain.
García-Peñalvo (2023, 1) refer to this new tool as having ‘a tsunami effect’:

Of the multiple applications of this tool, the most significant debate focuses on its
implications in Education and Academia due to its tremendous power to generate
texts that could very well pass for human creations. We are at the dawn of a technology
that has gone from being a toy tool to bidding to become a disruptive innovation.
Whether it succeeds or not will depend on many factors, but if it does not, it will be
another one like it. Denying it or banning it will do absolutely nothing to stop the
tsunami effect that has already begun.

Cooper (2023) considers the impact of GenAI as having a seismic shift on education
globally. Furthermore, it is noted that GenAI,in the form of ChatGPT, has the enormous
potential to improve learning, teaching, pedagogical innovations, assessment, and edu-
cational administration through intelligent tutoring systems, chatbots, robots, learning
analytics dashboards, adaptive learning systems and automated assessment, if used
to support and enhance the educational process.
The ethical and responsible use of tools like ChatGPT however, requires urgent con-
sideration before education systems around the world propel the introduction of GenAI
into their classrooms. An assessment of the real impact that this technology will have on
teaching and learning, for good or bad, has yet to be made. Research is lagging behind
the rapid technological advancements in GenAI, and educators are playing catch-up
each time a new version of a GenAI product emerges.
In reality, no one really knows where these new GenAI developments will lead. At this
point, the exact outcomes are up for debate and all that is left is broad speculation. As
noted already, there is little evidence globally that can pave the way about the future
steps educationalists should take. Additionally, there is no large-scale, robust evidence
of the efficacy of AI tools in education (Holmes, Bialik, and Fadel 2019). At this relatively
early stage in the widespread use of GenAI in schools, UNESCO (2023, 5) has stated that
‘more evidence is needed to understand whether its tools can change how students
learn, beyond the superficial level of obtaining answers and correcting mistakes’.
There is a lack of research, guidelines, policies, and regulations related to the specific
ethical issues raised by the application of GenAI to education. Educationalists have many
questions but very few answers. However, two things are crystal clear to us about the
sudden appearance of GenAI. First, it is powerful. Second, it enters at a low point in
the social infrastructure of society.
Social intelligence was indeed ‘underdeveloped’ prior to the pandemic, but the dis-
ruption caused by COVID-19 and its variants made matters worse in the short run—
stress, mistrust, physical and emotional degradation have increasingly run amok in
the past three years. At the same time, such disarray presents a Phoenix-like opportunity
for the rebirth of humanity.
Soon what cannot be automated will become invaluable. As AI, automation and
structural transformations reframe employment landscapes around the globe, it is
worth recalling that UNESCO (2021b) has placed human work at the centre of education.
Fullan (2021, 24) proposes that:

There is a big issue looming – machines and their AI. We have already seen that
machines are not as great as some people think they are, but they can be intimidating
as we face their colossal computational power. We have overestimated machines and
underdeveloped social intelligence.
 SCHOOL LEADERSHIP & MANAGEMENT 3

This argument serves as a reminder of the importance of social intelligence in a world

where AI cannot replace genuine human emotional connections, but it still may be a
powerful tool to support teaching, learning, research, and school leadership.
A recent OECD (2023) report suggests that AI will be able to solve all literacy and
numeracy tests in the coming years, which could affect a large part of the population
that currently uses reading and maths skills with comparable or lower proficiency
than computers. Hence, education systems will have to strengthen the skills of their stu-
dents, school leaders and teachers to train them to work proactively and discerningly
with AI.
The potential of AI and the future of teaching and learning have recently been
explored by the United States Department of Education (2023). This report concludes
that traditional homework will be drastically affected, and the major challenge will be
to adopt a new approach in education to redefine the way ahead, as AI forces a
process of renewal and the transformation of education. Inevitably, this will also entail
considering where school leaders stand in this new educational landscape.
Already, leadership and teaching teams are rethinking their roles and ways of
working, as there are certain practices that no longer hold up in the emerging edu-
cational paradigm (Azorín and Fullan 2022). It is quite possible that AI and GenAI
could lift the heavy administrative and managerial burdens that school leaders currently
face. Conversely, such technology could erode or replace leadership functions
altogether in a dramatically altered educational world. The simple truth is that either
could be true.

Challenges and opportunities

Recent studies have shown how GenAI can be incorporated productively into class-
rooms (e.g. Mollick and Mollick 2022). As the application of GenAI in education will
entail major methodological changes, teachers will have to make additional efforts to
update the strategies and tools they use in their teaching programmes and use their pro-
fessional judgment when planning how to include GenAI in the classroom. Assessment
processes inevitably will prove to be more challenging as the range of GenAI products
becomes more sophisticated and easily accessible to students. (Zhang and Mao 2023).
From a critical point of view, it is important to remember that all that glitters (in an AI
world) is not always gold. There are inherent challenges and limitations to using this tech-
nology to support learners and learning. Hargreaves (2023) notes that concerns have been
raised that it poses a significant risk of academic dishonesty within higher education, par-
ticularly in take-home assessments. His project found that using ChatGPT to generate
answers to 24 different law exams was more successful when the exams were essay-
based rather than issue-spotting or problem-solving. He concludes, however, that embra-
cing ChatGPT as an active learning tool is a potential way forward and that blocking or
denying its potential, as a learning tool, is simply not an option.
When using ChatGPT to search for information on a particular topic, students will find
that often the solutions it provides do not really say anything original. In some cases,
answers can be meaningless, linear or flat, failing to stimulate creativity, exploration
and imagination (Karount and Harouni 2023). The real challenge for learners therefore
is to recognise that an over-reliance on such tools can foster dependence and poten-
tially, lead to underperformance or even failure (Hargreaves 2023).
Seeking solutions to complex problems and multiple realities requires human inge-
nuity and creativity. Such solutions cannot be produced by a machine or pre-
4 EDITORIAL

programmed technology. Applying AI to education entails learning how to work with this
technology to go beyond the specific task at hand and implement a deep learning
approach (Fullan and Quinn 2023; Fullan, Quinn, and McEachen 2018).
In their work, Karount and Harouni (2023, 1) note that ChatGPT could be ‘a tool to
transform the way we think, work, and act’. If ChatGPT is used to stimulate reflection,
then human intelligence must provide ideas, solutions and proposals for improvement
that complement it to give it meaning. If anything, AI in its broadest sense, is revealing
the need for more creative, diverse and innovative ways of thinking that potentially
could be triggered by the use of its many tools. In short, this technology has potential
opportunities and benefits to help human beings in the next phase of their evolution.
UNESCO (2021a) propose that it is now time to prepare the next generation of stu-
dents for a future in which AI is an increasingly important part of their lives. They
propose that GenAI educational tools should be integrated into curricula policies
accordingly. The European Commission (2022, 6) recently published a guide that con-
tained advice for educators and school administrators, which concluded:

From the way we stay informed to the way we make decisions, artificial intelligence (AI)
is becoming ubiquitous in our economy and society. Naturally, it has reached our
schools as well. ΑΙ in education is no longer a distant future. It is already changing
the way schools, universities and educators work and our children learn. It is making
educational settings more responsive by helping teachers address each learner’s
specific needs. It is fast becoming a staple in personalised tutoring and in assessment.
And it is increasingly showing its potential to provide valuable insights in student
development. The impact of AI on our education and training systems is undeniable
and will grow further in the future.

So, what does all this mean for school leaders? What are the implications?

Implications for school leaders

Over the next school year, teachers and students will be making use of GenAI to a
greater or lesser extent. Currently, school leaders are trying to work out how to coher-
ently introduce AI into their schools, recognising the potential that this technology
offers, but at the same time being acutely aware of the risks that it may bring to teaching
and learning processes. Van Quaquebeke and Gerpott (2023, 272) note:

The question is not anymore whether AI will play a role in leadership, the question is
whether we will still play a role. And if so, what role that might be. It is high time to start
that debate.

So far, the literature on the emerging impact of AI on educational leadership has been
scarce (Hejres 2022; Papa and Moran 2021; Tyson and Sauers 2021; Wang 2021). What
exists, however, suggests that such technology can help educational leaders perform
routine, mechanical tasks, thus allowing them to focus on other more productive and
creative issues that demand their human skills and their social intelligence.
Leadership is fundamentally about making deep human connections and having
compassion for others (Harris and Jones 2023). So, it is difficult to see how AI could auth-
entically replace this core human leadership function. Without question, the introduc-
tion of new technologies into schools will change the way in which leadership work is
conceived and done. It will require school leaders to constantly adapt and expand
their technological knowledge and skills simply to remain ahead of the AI curve.
 SCHOOL LEADERSHIP & MANAGEMENT 5

During the pandemic, school leadership shifted on its axis as new ways of leading at a
distance had to emerge, and more distributed forms of leadership became the norm
(Harris and Jones 2022). So, it could be argued that school leaders may be more pre-
pared than ever to deal with the demands and uncertainties that accompany AI3.
They have been here before, albeit dealing with a different form of unpredictable
global change (Harris 2020).
Potentially, AI provides new opportunities for school leadership, but it also brings a
vast range of ethical, moral, and practical challenges. There are also many new questions
for school leaders without any definitive answers. For example:

Will AI change school leadership?

Why is AI important for school leaders right now?

What are the benefits and risks of its use in schools?

What skills and competencies will school leaders require to deal with AI in the future?

An important and rather disturbing question raised by Holmes, Bialik, and Fadel (2019)
focuses on whether AI in education has been designed to supplant teachers/leaders or
to reduce them to a functional role, rather than to assist them to teach/lead more effec-
tively. In this sense, AI is conceived as a threat to teaching and leading as we know it.
According to the American Federation of School Administrators (2023), AI could
influence school leaders’ roles and responsibilities by offering data-analysis, the auto-
mation of administrative tasks, helping with student support and intervention and
steam-lining routine communication with teachers, students, and the wider community.
The AI choices facing school leaders are complex and potentially confusing.
Hence school leaders need to create a long-term vision for integrating this technology
into their schools in a careful but principled way. Despite the allure and promise of this
brave new AI/GenAI world, school leaders must always put the learning needs of chil-
dren and young people first.
This technology may prove to be just a benign helpful educational tool or, conversely,
a real danger to jobs and livelihoods. Only time will tell. The fact remains that school
leaders are up close and personal with the challenges and opportunities posed by
this technology. To make collective sense of the technological mayhem, accompanied
by the relentless pressure for ever-accelerating change, school leaders will need their
networks, relationships, and colleagues more than ever to forge a sensible way through.
In the future, school leaders will need to remain ever steadfast to their moral responsi-
bility of serving all young people equally well in the technological choices and adaptations
that they make. It is not so much how we integrate AI into our current education systems,
rather it is how we refine our education systems around AI. What leaders value and assess
will remain firmly in their control and ultimate will be thing that matters most4.

Leading the future of education: what’s next?

Here are a few considerations to frame the crucial next period. First, make no assump-
tions whatsoever about the future of AI: No one knows; No one can know at this
point! Second, put your money and energy into the development of social intelligence:
the individual and collective development of ideas and actions based on what we call
the ‘humanity paradigm’ (a commitment to all living things). The preservation and
6 EDITORIAL

flourishing of the future of humanity and other living entities depend on developing
people to work together.
The most important advice is to involve students in working out the solutions. They are
the only ones who have been born into a world of technology. As a group, they know
technology (but not necessarily pedagogy) better than anyone. Take this opportunity to
partner with students to prepare them as changemakers in society and for society.
Paradoxically AI could turn out to be the most powerful force ever known that could
dramatically increase the wherewithal for humans to work together. To take one obvious
example, we know that when teachers work together with good leadership from each
other and other leaders, they can make a major difference in the lives of students. But
traditional school structure and culture are not conducive to teachers and students
working together collectively over time to make a significant and profound difference
in the lives of all students.
The power of AI could be used to reduce much of the mechanical load of teachers
and even to provide some basic support for students under the direction of teachers
who would be freed up to work with each other, with students, parents, and others in
the community to maximise support and learning for all students. Not the least of
these new developments would be mobilising the power of students as significant lear-
ners and changemakers, as we are seeing in our work on deep learning (Fullan and
Quinn 2023).
At the same time, there are many ways in which AI, if left alone, could be used in a
way that neglects or harms (however unwittingly) the growth and development of stu-
dents. The power of purposeful collective intelligence, proactively taking into account
the dangers and potential downside of AI, could serve a major purpose in ascertaining
the development of students in what is an increasingly complex and challenging world
where the future of the planet and its people are increasingly on the line. In short, no
matter how one looks at it, AI is simultaneously, inevitably powerful, dangerous, and
possibly our human salvation.

Notes
1. ChatGPT Version 4.
2. https://openai.com/
3. Thanks to Jeremy Griffiths (Bangor University) for helpful comments on this editorial.
4. Thanks to Adam Ridley for his insights and suggestions on this editorial.

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Michael Fullan
OISE, University of Toronto, Canada

Cecilia Azorín
University of Murcia, Murcia, Spain
http://orcid.org/0000-0001-8454-8927

Alma Harris
Cardiff School of Education and Social Policy, Cardiff Metropolitan University,
Wales, Australia
[email protected] http://orcid.org/0000-0002-5554-3470

Michelle Jones
Cardiff School of Education and Social Policy, Cardiff Metropolitan University,
Wales, Australia
http://orcid.org/0000-0002-7098-8814