Artificial Intelligence and School Leadership in Inclusive Organizational Processes.

An Exploratory Research Study

Autors

Michele Formica; Flavia Capodanno; Ilaria Viola; Fausta Sabatano.

Abstract

The introduction of Artificial Intelligence into school contexts is progressively transforming not only teaching-learning processes, but also the ways in which educational leadership is managed. From this perspective, Artificial Intelligence is part of a broader reconfiguration of the infosphere (Floridi, 2014), contributing to the redefinition not only of tools, but also of professional practices and educational responsibilities within school settings. In this sense, Artificial Intelligence in education can be understood as a support tool for teaching-learning processes which, as highlighted in the literature (Paletta & Bezzina, 2016), are often connected to models of pedagogical leadership that are aware, reflective, and inclusion-oriented (Holmes et al., 2019; UNESCO, 2021). In light of these considerations, and in accordance with the 2030 Agenda and UNESCO guidelines (2025), this contribution presents an exploratory study aimed at investigating, through a semi-structured questionnaire and according to a mixed-methods methodological approach, school principals’ perceptions and opinions regarding the adoption and impact of AI on teaching and learning processes, as well as on the management of school governance.

Keywords

Artificial Intelligence; School leadership; Inclusion.

Bibliografia

UNESCO (2025). AI and the future of education: Disruptions, dilemmas and directions. Paris: UNESCO Publishing.

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Boston: Center for Curriculum Redesign.

Floridi, L. (2014). The fourth revolution: How the infosphere is reshaping human reality. Oxford: Oxford University Press.

Ministero dell’Istruzione e del Merito (2026). Indicazioni nazionali per la scuola e Intelligenza artificiale: pensiero critico per governare la tecnica.

Paletta, A., & Bezzina, C. (2016). Governance and Leadership in Public Schools: Opportunities and Challenges FacingSchool Leaders in Italy. Leadership and Policy in Schools, 15(4), 524-542.

Selwyn, N. (2019). Should Robots Replace Teachers? Cambridge: Polity Press. UNESCO (2023). Guidance for Generative AI in Education and Research.

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