Aug 2026· New Directions for Student Leadership· Vol 2026, pp. 29 - 36· 0 citations· 51 references
Medicine
TL;DR
Comparing these scenario‐specific requirements with current AI literacy levels reveals substantial gaps in leadership and followership education, motivating a stronger emphasis on critical thinking and prompt literacy in development programs.
Abstract
Emerging AI technologies are transforming work and redefining how leading and following unfold when humans collaborate with AI as tool, agent, teammate, and autonomous partner. This article uses an action‐based organizational learning scenario technique to develop four future workplace constellations: (1) AI as collaborative tool, (2) AI as delegated agent, (3) AI as team member, and (4) AI as autonomous partner. For each, it examines implications for reversing the lens and co‐creation leadership and followership, specifying the competence profiles and AI literacy needed for responsible human–AI interaction. Comparing these scenario‐specific requirements with current AI literacy levels reveals substantial gaps in leadership and followership education, motivating a stronger emphasis on critical thinking and prompt literacy in development programs.
The article proposes the concept of the "augmented leader" and develops a four‐competency framework for AI‐integrated leadership: algorithmic literacy, strategic use of AI, ethical leadership and governance, and culture and adoption.
David López-López, P. Garcia, Miguel Saiz Garcia et al.· New Directions for Student L...· 0 citations
This study examines how school leaders use artificial intelligence (AI) in their professional practice. Through semi-structured interviews with 15 school leaders from a Midwestern state, the study found that participants used AI primarily to streamline administrative work, support data analysis, assist with communicati...
Cailen M. O'Shea, Amber O'Shea· Educational Policy· 0 citations
This article presents the artificial intelligence pedagogical partnership model (AIPPM), a framework grounded in Fink's (2003) Taxonomy of Significant Learning and operationalized through nine experiential activities across diverse institutional contexts. Three distinct AI roles—Reflective Tool and Debate Partner, Co‐C...
D. Jenkins, Cristina de Mello-e-Souza Wildermuth, Kevin Bottomley et al.· New Directions for Student L...· 0 citations
The use of AI in skill management has the potential to support personalized e-learning processes by identifying future skills, revealing skill gaps, and linking them to learning opportunities. At the same time, designing an AI-supported skill management system that is leveraging these potentials presents organizations...
Svenja Pieczurczyk, P. Drews· European Conference on e-Lea...· 0 citations
Increasing presence of AI in education opens new avenues for Human-AI collaboration. However, it raises significant questions regarding cognitive efficiency, productivity, and academic ethics. This study examines and compares the perceptions and experiences of Human-AI collaboration in academic contexts between faculty...
Helene D. Daya· International Journal of Lea...· 0 citations
It is argued that AI implementation reconfigures established leadership functions rather than replacing them and positions leadership as a practical mechanism of socio-technical alignment in AI-enabled organizational change.
Feruza Abdivalieva· QO‘QON UNIVERSITETI XABARNOM...· 0 citations
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