School leadership and artificial intelligence: A framework for critical and reflexive engagement and enactment

Recent advances in digital technologies and generative artificial intelligence are creating significant challenges for education systems and school leaders around the world. Research into these issues has typically involved understanding the opportunities GenAI offers education and considers the potential risks and challenges it poses for school leadership. In this article, we draw on the work of Michel Foucault to construct a framework for ‘AI in school leadership and policy enactment’ (AISLPE) as a reflexive tool for further professional development and training. In doing so, we recognise the importance of problematisation, scepticism, critique and reflexivity through the four main themes of school leadership practices, policy provision, teaching and learning matters and ethical considerations. The importance and contribution of this approach and framework lies in enabling support for school leaders as they tackle these issues in ways that are critically reflective and accommodating for the specific needs of their own contexts.