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Exploring Basic School Leaders' AI Readiness: The Role of Professional Development
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DOI：10.1016/j.caeo.2026.100409.png)
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Abstract
En 中文
The UNESCO declaration that teachers should be AI-competent by 2030 poses a challenge for basic school leaders, who should be at the forefront of integration within the school system. This study explored the perceptions of basic school leaders regarding AI readiness in selected Nigerian schools and the role of professional development in preparing school leaders for the effective adoption of AI in their daily instructional and administrative roles. A generic qualitative design was employed to explore school leaders’ perceptions and readiness for integrating AI into daily activities. Purposive and snowball sampling techniques were used to select participants. A thematic approach was implemented to analyse the data obtained using the Atlas. ti software. The results showed that although the participants were generally aware of AI and had positive attitudes toward it, their understanding was mostly shallow and focused primarily on functional digital tools. Most leaders learned on their own through the internet without formal training. Some of the biggest challenges to being ready included a lack of infrastructure, unreliable electricity, high data costs, and insufficient institutional support. Despite these limitations, participants were eager to learn about and utilise AI innovations. The study finds that professional development is the most crucial aspect that Nigerian school leaders need to prepare for in the context of AI. This research contributes to the field of educational leadership by demonstrating that structured, context-specific professional development, supportive infrastructure, and policy frameworks are necessary to ensure the fair and effective integration of AI in basic education.
Keywords:
Artificial Intelligence
School Leadership
Professional Development
AI Readiness
Educational Technology
Technology Adoption
Secondary Education
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