It is suggested that transformational leaders create supportive environments that encourage faculty members to adopt AI technologies, thereby improving innovative teaching, research, and academic practices.
Abstract
The rapid advancement of artificial intelligence (AI) is transforming higher education by reshaping teaching, research, and institutional management. As universities increasingly adopt AI technologies, effective leadership has become essential for fostering innovation and facilitating successful digital transformation. This study examines the relationship between transformational leadership and faculty innovation, with artificial intelligence integration serving as a mediating variable. A quantitative, cross-sectional research design was employed, and data were collected through a structured questionnaire administered to faculty members from public and private universities. The proposed research model was analyzed using Structural Equation Modeling (SEM). The findings indicate that transformational leadership has a significant positive effect on both AI integration and faculty innovation. Furthermore, AI integration significantly enhances faculty innovation and partially mediates the relationship between transformational leadership and faculty innovation. These findings suggest that transformational leaders create supportive environments that encourage faculty members to adopt AI technologies, thereby improving innovative teaching, research, and academic practices. The study contributes to the growing literature on educational leadership and digital transformation by highlighting the strategic role of AI integration in promoting faculty innovation.
Artificial Intelligence (AI) is increasingly reshaping higher education institutions, yet limited evidence exists regarding how AI Technology Adoption contributes to Sustainable Performance. This study examines the relationships among AI Technology Adoption, Transformational Leadership, Innovation Capability, and Sustainable Performance in higher education institutions. Drawing on the Technology-Organization-Environment (TOE) framework, Transformational Leadership Theory, Dynamic Capability Theory, and the Triple Bottom Line (TBL) perspective, a research model was tested using survey data collected from 500 academic and administrative staff across higher education institutions in the Guangdong-Hong Kong-Macao Greater Bay Area (GBA) in China. Structural Equation Modelling (SEM) was employed to examine the proposed relationships. The findings reveal that AI Technology Adoption and Transformational Leadership exert positive effects on Sustainable Performance, both directly and indirectly through Innovation Capability. Innovation Capability was also found to partially mediate the relationships between AI Technology Adoption, Transformational Leadership, and Sustainable Performance. By positioning Sustainable Performance as a key institutional outcome, this study extends existing research on AI in higher education beyond technology implementation and demonstrates the role of Innovation Capability in translating technological and leadership resources into Sustainable Performance.
Yani Liao, Khunanan Sukpasjaroen· Higher Education Studies· 0 citations
The results reveal that the use of AI significantly enhances decision quality and promotes transformational leadership among SME leaders, highlighting the strategic and ethical importance of AI adoption in fostering effective and adaptive leadership within Tunisian SMEs.
Sana Ouechtati· Leadership & Organizatio...· 0 citations
It is demonstrated that innovation efficiency emerges through a sequential organizational transformation process rather than directly from AI Leadership, and through a multistage transformation process involving capability development and workforce adaptation.
Vuk Mirčetić, Aleksandar Ignjatović Pertini, Stefan Milojević et al.· Administrative Sciences· 0 citations
It is suggested that sustainable education cannot be secured through investment in technological infrastructure alone, but rather through visionary leadership that integrates innovation, inclusivity, institutional resilience, and long-term adaptability.
This research paper aims to elucidate the impact of Artificial Intelligence or AI on transformational leadership practices within private high schools, exploring how technological advancements can reshape leadership dynamics and educational practices. Through a comprehensive analysis of existing literature, case studies, and empirical data, this study assesses the effectiveness of transformational leadership in guiding schools through the complexities of AI integration. Ultimately, it seeks to provide insights into how school leaders can cultivate an adaptive and responsive educational environment that leverages AI to enhance student learning outcomes and foster community engagement. This study used descriptive–correlation and mixed methods. The data were described, evaluated, and compared. Descriptive research provided a summary using descriptive statistics. It is descriptive because it provides a snapshot of the current thoughts, feelings, or behavior of individuals. Correlational research is a type of non-experimental research method in which a researcher measures two variables, understands and assesses the statistical relationship between them, with no influence from any extraneous variable. In addition, a qualitative research design was also employed for the focus group discussion to elicit the challenges and solutions needed for the research questions. The summary of the assessment of the two groups of respondents on the impact of artificial intelligence on the transformational leadership styles of school leaders has a grand overall mean of very high impact. Findings show that there is a significant difference in the assessment when grouped according to their profile. Also, there is a significant relationship between the impact of artificial intelligence on the transformational leadership styles of the two groups of respondents. It was found out that the number one challenge encountered by the respondents is a lack of policy. Development of a school policy is the solution to address the number one challenge. The conclusions revealed that both the first and second groups have rendered 21-25 years of service. For the first group, the majority of them has PhD units, and for the second group, the majority have an MA degree. The majority of the respondents in the first group are coordinators, and the second group for regular teachers. The majority of the respondents attended a schoolwide seminar in Artificial Intelligence and Transformational Leadership Style. Moreover, the assessment of two groups of respondents on the impact of artificial intelligence on the transformational leadership style of school leaders in the area of inspirational motivation has a very high impact. Likewise, the assessment of two groups of respondents on the Impact of AI on the transformational leadership style of school leaders with regard to idealized influence revealed has also a very high impact. On the other hand, the assessment of the two groups of respondents on the impact of Artificial Intelligence on the Transformative Leadership Styles of School Leaders in Intellectual stimulation has a high impact. Moreover, the assessment of two groups of respondents on the impact of transformational leadership styles of school leaders in individualized consideration has a very high impact.
Efren Labitag Burgos· Journal of Policy and Planni...· 0 citations
