Integrating Generative AI in Education: Implications for School Leadership from Policy Documents Through Bolman and Deal's Four Frame Theory

Abstract

As generative artificial intelligence (Gen-AI) technologies continue to evolve, it becomes increasingly important for educators to effectively leverage their benefits within educational settings.The integration of artificial intelligence (Gen-AI) into educationrepresents a significant shift in teaching, learning, and administrative practices. This article examinesthe implications, particularly focusing on the roles and responsibilities of school leaders through Bolman and Deal's Four Frame Theory, including Structural, Human Resources, Political, and Symbolic frames.Adopting a qualitative research design based on document analysis, the study analyzes policy documents selected for their relevance to Gen-AI in education and influence on educational leadership.The findings revealed that Bolman and Deal's Four Frame Theory offers a comprehensive structure for integrating Gen-AI technologies in education. The Structural Frame highlights the need for leadership adaptation, socio-economic considerations, and R&D infrastructure development. The Human Resources Frame highlights the need for staff training, competency enhancement, and Gen-AI-focused educational initiatives. The Political Frame addresses the strategic negotiation and stakeholder collaboration necessary for Gen-AI integration. Finally, the Symbolic Frame underscores the importance of shaping cultural narratives, promoting ethical Gen-AI use, integrating Gen-AI into curricula, and fostering critical Gen-AI literacy. Based on the findings, a prominent conclusion is that school leaders are pivotal in ethically integrating Gen-AI in alignment with global standards and societal values. The study also addresses several limitations and offers recommendations for future research.