Conceptual analysis reveals corporate-driven rapid adoption of artificial intelligence in education, highlighting the need for critical evaluation of power and knowledge in leadership.
Artificial intelligence is already transforming contemporary education. Besides revolutionizing how students learn and educators teach it is also challenging the frameworks of knowledge and power that underpin leadership. Unfortunately, and because of an imposed discourse of urgency spread from big AI corporations and economic and political interests, AI has been rapidly integrated into educational settings without a profound and critical evaluation of its assumptions and consequences. This is the main reason why leadership educators need to move beyond understanding AI's technical capacity to a deeper engagement with its impact on the meaning, practice and power of leadership.
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Jimenez‐Luque et al. (2026) studied this question.
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