Psychological Traits of Academic Leaders toward Artificial Intelligence Integration in Inclusive Education
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Abstract
The integration of Artificial Intelligence (AI) has transformed educational leadership by introducing new opportunities and challenges in promoting inclusive education. As educational institutions increasingly adopt AI-enabled technologies, academic leaders are expected to demonstrate psychological traits that support ethical decision-making, innovation, collaboration, and learner-centered leadership. This study explored the psychological traits of academic leaders toward Artificial Intelligence integration in inclusive education. A qualitative interpretive descriptive research design was employed involving 14 purposively selected academic leaders from higher education institutions in the Philippines. Data were collected through semi-structured interviews and analyzed using reflexive thematic analysis. The findings generated six major themes: Adaptive Leadership, Empathetic Decision-Making, Ethical Responsibility, Collaborative Leadership, Continuous Learning, and Strategic Innovation. Participants emphasized that successful AI integration extends beyond technological adoption and depends on leaders who possess adaptability, empathy, ethical responsibility, and a commitment to continuous professional growth while fostering collaborative and inclusive educational environments. The findings further revealed that responsible AI implementation requires institutional strategies that balance technological innovation with equity, accessibility, and learner-centered educational practices. The study contributes to the growing literature on educational leadership by demonstrating that psychological traits serve as critical drivers of responsible Artificial Intelligence integration in inclusive education. The findings provide practical implications for leadership development, institutional AI governance, and policy initiatives that support the ethical and sustainable adoption of AI in higher education...
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