Transforming artificial intelligence from technical innovation to pedagogical practice in schools: Educational leadership perspective

This study draws on in-depth case studies of six primary schools in Zhejiang Province to examine how principals and teachers perceive and respond to the integration of artificial intelligence in education. Using interviews and document analysis, the findings show that leaders approach AI with cautious optimism, valuing its potential to streamline administration and support instruction while remaining attentive to pedagogical, ethical, and relational risks. Principals paced the adoption of this approach as a form of care, distributed responsibility to teachers, and acted as ethical guardians of classroom practice. Teachers emphasized reassurance, infrastructure, and professional learning as central to meaningful engagement. The study extends leadership theory by demonstrating how leadership makes artificial intelligence educational, rather than purely technical, by mediating between policy ambitions and local realities.