School leaders' adoption and implementation of artificial intelligence

Abstract

PurposeThe purpose of this study is to examine school leaders' experiences with adoption and implementation of artificial intelligence systems in their schools. It examined the factors that led educational administrators to adopt one artificial intelligence program (ALEKS) and their perceptions around the implementation process.Design/methodology/approachThis was a qualitative case study that included structured interviews with seven individuals who have adopted artificial intelligence programs in their schools. Participants were identified through purposive and snowball sampling. Interview transcripts were analyzed and put through a two-step coding process involving in vivo coding as well as pattern coding.FindingsTwo major themes emerged from this study pertaining to the state of the diffusion of artificial intelligence through the adoption and implementation process. The findings indicated that school leaders were actively engaged in conversations related to AI adoption and implementation. They also created structures (organizational) to ensure the successful adoption and implementation of artificial intelligence.Originality/valueThis is an original study that examined the experiences of school leaders who have adopted and implemented artificial intelligence in their schools. The body of literature related to artificial intelligence and school leadership is extremely limited.

The adoption of artificial intelligence applications in education

“…Participants' individual traits, such as their capacity for critical thought and capacity for complicated problem-solving, may be seen as adding value to the adoption of artificial intelligence (AI). AI will have an immediate impact on decision-makers in higher education institutions (Chatterjee & Bhattacharjee, 2020;Liang et al, 2021;Liu et al, 2021;Tyson & Sauers, 2021). According to studies, when (AI) is used well in educational contexts, the general government's attitude toward using these applications changes.…”

“…The previous research examining teacher's perceptions of AI has focused on their capacity to accept and adapt to it and in the investigations, teachers at schools that had taken part in the adoption of AI applications were asked about their experiences. Teacher's AI anxiety, on the other hand, may have a negative impact on adoption because it may prevent them from employing these technologies because of their fears and concerns (Tyson & Sauers, 2021;Wang et al, 2021).…”

“…Despite the fact that AI has been studied in various fields, few research have concentrated on its importance in the educational field. Moreover, the majority of this research (Chatterjee & Bhattacharjee, 2020;Liang et al, 2021;Tyson & Sauers, 2021) assess how students' academic performance and skills are improving. Furthermore, technology exports deal with products and services that take a lot of time and money to develop new technologies for specific social needs.…”

AI Technologies and Motives for AI Adoption by Countries and Firms: A Systematic Literature Review

“…In this case, many countries and companies chose to adopt AI, increase R&D funds, or to develop AI policies, in order to be able to compete with other rivals on the global market. In detail, articles were found, which stated the main reason for adopting AI to be: pressure to competition [17]; competitiveness [9,20,29,39,44]; competition [4,23,37,41]; sustain global competitiveness [32]; increase competitiveness [33]; maintain competitiveness advantages [36]; and get competitiveness advantages [43].…”

“…With respect to the motive Country Plan, which is about aligning AI adoption with a country's goals [44], India is a good example. Although India is still far away from AI adoption and diffusion, it aims to attain technological maturity, according to the article of Krishna [32].…”