This study examines the policies surrounding Artificial Intelligence in
Education (AIED) through quantitative and qualitative methods. It explores
how AI technologies are being adopted and their impact on schools. By
addressing a gap in the existing literature, the study focuses on the formation, challenges, and potential of AIED policy frameworks. The current study
involves 181 participants from different educational levels, using surveys,
content analysis, and focus groups to collect data. The findings of this study
indicate the low awareness among participants regarding AI in education
and teachers are afraid to use it in teaching and learning. Additionally,
teachers vary in their perceptions of AIED. Furthermore, a framework of
AIED policy is provided to guide the education sector toward a moral,
equitable, and efficient integration of AI tools, paving the way for enhanced
educational achievements and innovation in teaching methods. Further
research and improvements can be achieved by adopting AIED policy in
the school context.
 

Title

leadership and policy in schools

Publisher

Taylor and Francis

Publisher Country

United Kingdom

Indexing

Scopus

Impact Factor

1.3

Publication Type

Both (Printed and Online)

Volume

--

Year

--

Pages

1-20