Abstract
This study investigates the integration of artificial intelligence (AI) within a British international school in the United Arab Emirates (UAE), focusing on its impact on teacher workload, wellbeing and teaching quality. Grounded in the Theory of Change framework, this research study examines the preconditions, interventions and outcomes necessary for the successful adoption of AI in educational settings. The study specifically addresses how AI affects administrative tasks, the role of school leadership in managing AI integration, and teachers' perceptions of AI's usefulness in enhancing instructional practices.
A mixed methods strategy was used, integrating quantitative data from surveys with qualitative insights gathered through interviews. The survey, administered to 63 teachers with a response rate of just below 50%, explored the frequency of AI use and its perceived benefits. Six in-depth interviews provided further insights into the lived experiences of teachers navigating AI integration. The findings indicate that AI tools significantly reduce administrative workload, permitting teachers to focus more on instructional tasks and student engagement. Teachers reported improvements in personalised learning, increased student engagement and a generally positive impact on their wellbeing. However, challenges such as the need for comprehensive professional development and stronger leadership support were identified as key factors in ensuring effective AI integration.
The research concludes that AI has the potential to enhance educational quality and teacher wellbeing, provided that robust change management processes are in place. Recommendations are made for implementing targeted professional development, improving infrastructure and ensuring ethical guidelines in AI adoption. This research adds to the expanding body of knowledge on AI in education, providing practical guidance for policymakers, educators and school leaders seeking to implement AI effectively in international school environments.