Identifying the Dimensions of the Educational Leadership Model for Lower Secondary Schools in the Era of Generative Artificial Intelligence

Abstract

The present study aimed to identify the dimensions, components, and indicators of the educational leadership model for lower secondary schools in the era of generative artificial intelligence. This qualitative study was conducted using meta-synthesis and thematic analysis methods. In the meta-synthesis phase, relevant national and international studies published between 2019 and 2026 were systematically reviewed based on the PRISMA framework. After screening and quality appraisal, 19 studies were selected for final analysis. In addition, semi-structured interviews were conducted with 24 university and executive experts in educational management, educational technology, and instructional leadership. Participants were selected through purposive sampling based on the principle of theoretical saturation. Data were analyzed using thematic analysis with MAXQDA software. Credibility, dependability, transferability, and confirmability criteria were employed to ensure the trustworthiness of findings. The findings revealed that the educational leadership model for lower secondary schools in the era of generative artificial intelligence consists of four major dimensions, including “AI-based learning-centered strategic leadership,” “digital professional empowerment leadership,” “ethical AI leadership,” and “students’ digital identity leadership.” These dimensions were organized into 12 components and 59 indicators. The results indicated that educational leadership in the era of generative AI requires data-driven decision-making, development of digital competencies, ethical management of technology, data protection, AI literacy development, and responsible guidance of students’ interactions with intelligent technologies. The findings demonstrated that digital transformation and the expansion of generative artificial intelligence have necessitated the redefinition of educational leadership roles and competencies. Future educational leaders should possess not only traditional managerial skills but also the ability to guide data-driven learning, manage ethical technology integration, support educational innovation, and foster students’ digital identity development. Therefore, designing innovative educational leadership models aligned with technological transformations can contribute to improving educational quality, educational equity, and sustainable school development.