AI adoption in rural Indonesian primary schools: From leadership acceptance to classroom implementation

Artificial intelligence (AI) is increasingly shaping educational leadership and school practices, yet evidence from rural school contexts remains limited. This study investigated rural Indonesian school leaders’ perceptions and implementation of AI through the extended Technology Acceptance Model. Using a mixed-methods design, survey data from 148 school leaders were complemented by semistructured interviews and school observations. Findings showed high perceived usefulness, positive attitudes, and strong intentions to adopt AI, particularly for leadership, administration, and decision-making. However, AI implementation in classroom practice remained limited due to structural constraints, limited professional capacity, and ethical concerns. The findings suggest that favorable perceptions alone are insufficient to support school-wide AI adoption, with facilitating conditions playing a critical role in translating leaders’ intentions into practice. This study contributes to understanding AI adoption in rural schools and highlights the importance of professional development, improved digital infrastructure, and clearer policy guidance to support sustainable implementation.