Bridging The Policy Gap in AI-Enabled Education: The Research Based Evidence of Educational Leadership in Pakistan and Australia

Abstract

This study explores the integration of Artificial Intelligence (AI) in education, comparing the experiences of educational leaders in Australia and Pakistan. Using a qualitative methodology, the study employed semi-structured interviews with 16 educational leaders from both countries to gain insights into the challenges and opportunities they face in adopting AI. The research highlights differences in infrastructure, policy frameworks, and leadership preparedness. Australian leaders are generally better equipped for AI integration but still face challenges regarding ethical concerns and equitable access to technology. In contrast, Pakistani leaders are at the early stages of AI adoption, focusing on addressing foundational issues such as teacher training and infrastructure development. The study underscores the need for clear, context-specific policies and the importance of ongoing professional development for educators. It also stresses the role of leadership in overcoming the ethical, infrastructural, and policy challenges to ensure successful AI adoption in educational settings. The findings offer valuable insights for policymakers, educational leaders, and researchers looking to advance AI integration in education.