Abstract
This qualitative study investigates the integration of Artificial Intelligence (AI) in schools in the United Arab Emirates (UAE), focusing on the challenges and opportunities faced by educational leaders. As AI technologies increasingly permeate various sectors, their potential to transform education has garnered significant attention. This research aims to understand how school principals and leaders in the UAE perceive and manage the integration of AI in their institutions.
The study employed a qualitative approach, conducting semi-structured interviews with five participants, including principals, subject coordinators and assistant heads from different schools in the UAE. The Technology Acceptance Model (TAM) provided the theoretical framework for the research. Data analysis was conducted using thematic analysis to identify key themes related to AI integration in education.
Findings reveal that while AI offers significant benefits in personalised learning and administrative efficiency, its implementation faces several challenges. These include varying levels of staff technical expertise, ethical and privacy concerns and resource allocation dilemmas. The study identified five main themes: enhanced learning personalisation, administrative efficiency gains, technology integration challenges, ethical and privacy concerns and resource allocation dilemmas.
The research concludes that successful AI integration in UAE schools requires a balanced approach that leverages technological advancements while preserving essential human elements of teaching. Recommendations include developing comprehensive training programmes, implementing robust data privacy policies, establishing partnerships to alleviate budget constraints, and prioritising AI investments that significantly impact student learning and administrative efficiency.
This study contributes to the growing body of knowledge on AI in education and provides practical insights for educational leaders and policymakers navigating the complexities of technological integration in schools.