AI Literacy for Educational Leaders: Evidence-Based Policy Guidance for Sustained AI Integration in Schools
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Abstract
The rapid adoption of artificial intelligence (AI) in higher education requires understanding institutional determinants for effective implementation. This study investigated the relationship between AI literacy, leadership competencies, school climate, and AI integration among administrators and faculty at North Eastern Mindanao State University. Utilizing a quantitative correlational design with 100 participants across seven campuses, the research analyzed data through descriptive statistics, correlation, multiple regression, and mediation analysis. Results indicated high levels of leadership competence and AI literacy, alongside a generally positive school climate. AI literacy and school climate significantly predicted AI integration, whereas leadership competencies did not exhibit a significant direct effect. Mediation analysis revealed that school climate partially mediated the relationship between AI literacy and AI integration. These findings suggest that AI integration in multi-campus institutions is primarily driven by stakeholder competencies and a supportive organizational environment rather than leadership alone. Consequently, this study proposes an evidence-based AI Integration Policy Model to guide ethical, systematic, and sustained AI adoption in higher education..
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