Transforming Teacher Leadership and Learning with Artificial Intelligence: A UAE Educational Perspective

The integration of Artificial Intelligence (AI) in education represents a transformative force reshaping teacher leadership and student-centered learning practices. This study examines how AI technologies influence teacher leadership roles, decision-making processes, and pedagogical approaches within the United Arab Emirates (UAE) educational context. Employing an integrated theoretical framework combining the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), Technology Readiness Index (TRI), and Bandura’s self-efficacy theory, we investigate the complex relationships between AI integration, teacher perceptions, and educational outcomes. The research identifies key barriers and enablers affecting AI adoption in UAE schools, including technological readiness, perceived usefulness, self-efficacy, and cultural-linguistic considerations. Our findings reveal that effective AI integration requires simultaneous attention to technical infrastructure, professional development, ethical considerations, and supportive leadership structures. The study contributes to understanding how teacher leaders can facilitate AI adoption while maintaining student-centered pedagogies in culturally diverse educational settings.

Artificial Intelligence, teacher leadership

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