The complex integration of artificial intelligence (AI) into both physical and biological spheres drives transformative change, making adaptive leadership an essential skill. Leaders must act quickly, as they can no longer afford to delay preparing for the era of artificial intelligence and the emerging digital domain of quantum computing and neurotechnology. Education and lifelong learning are key drivers, enabling current and future generations to succeed in this shifting landscape while tackling societal challenges posed by AI, as well as existential threats such as climate change and population growth. Therefore, educational leaders must acquire the necessary skills and adopt forward-looking leadership behaviours to align their institutions with the realities of an AI-driven world. This study aimed to gather school leaders’ perspectives on redefining leadership for the AI age. Their insights were critically analysed to determine whether they are the main influencers in shaping dynamic, high-performing schools capable of preparing students for an AI-dominated future. Using a qualitative research approach, the data were examined through the prism of posthuman theory and qualitative content analysis. Key findings suggest that school leaders need to employ non-anthropocentric adaptive leadership to manage digital fatigue among staff and students, while leveraging AI to promote future-ready learning. The study recommends that school leaders transform their practices to meet the demands of the AI era by integrating advanced AI tools and methodologies into educational strategies, and fostering environments that emphasise innovation, creativity, and critical thinking.
Naidoo et al. (Thu,) studied this question.