Visionary leadership and AI in educational technology: Theoretical and practical perspectives

Dawood Ahmad, Zayed University
Laila Mohebi, Zayed University

Document Type

Book Chapter

Source of Publication

Prompt Engineering and Generative AI Applications for Teaching and Learning

Publication Date

3-13-2025

Abstract

This study synthesizes research on leadership and technology integration in education, highlighting the crucial role of visionary leadership and the strategic implementation of technological frameworks such as TPACK and SAMR. It explores how leadership styles influence technology adoption, emphasizing the need for adaptability and situational awareness. The paper examines case studies demonstrating practical applications and discusses the challenges of bridging the gap between technology availability and its effective educational integration. It underscores the importance of preparing for emerging technologies and future challenges, advocating for proactive leadership, strategic planning, and continuous professional development. The findings suggest that successful technology integration in education depends on a dynamic interplay between visionary leadership, strategic planning, and educator empowerment. It argues that visionary leadership is central to navigating the complexities of digital technology in educational environments. The paper synthesizes various theoretical perspectives to understand how leadership can effectively address the challenges and leverage the opportunities presented by technology in education. It aims to contribute to the discourse on educational leadership by theorizing potential strategies and approaches for creating a conducive environment for technology integration, emphasizing the evolving demands of the digital age.

ISBN

[9798369373323, 9798369373347]

First Page

15

Last Page

30

Disciplines

Education

Keywords

Visionary leadership, AI, Educational technology, Technology integration, Professional development

Scopus ID

05002937752

Indexed in Scopus

yes

Open Access

no

Link to Full Text

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