School leadership and technology is a dynamic and multifaceted combination that plays a significant role in navigating the complexities of the digital era in school organizations, as well as in the broader modern educational landscape (Goh et al., 2024; Ming et al., 2023). Yet, the role of school leaders in effectively integrating technology has received little attention (Flanagan and Jacobsen, 2003; Kozloski, 2006). In her systematic literature review on school leadership and digitalization over the past 20 years, Krein (2023) founda limited number of studies on digitalization, mostly associated with the integration of digital media or social networks. In general, academic discourse supported that school leaders are now considered important stakeholders to promote digital transformation in school organizations (Berkovich and Hassan, 2024; Håkansson Lindqvist and Pettersson 2019; Goh et al., 2024). Additionally, Artificial Intelligence (AI) is becoming a leading technology, often seen for its potential to either enhance or challenge the teaching and learning experience for both students and teachers (Chen et al., 2020). A comprehensive literature review by Feng and Law (2021), which analyzed 1,839 research papers on AI in education from 2010 to 2019, shows that while AI research has been extensive, it has mainly focused on intelligent tutoring systems and massive open online courses (MOOCs). In regards to the school leadership perspective, there has been limited to non-existing research studies on how AI can be applied to enhance the practices of school leaders (Fullan et al., 2023; Wang, 2021). Based on the aforementioned, the rapid digitalization and the emergence of AI tools are profoundly transforming school organizations. Despite these advancements, limited research exists on how school leaders integrate such technologies into their leadership practices. This study aims to address this gap by examining how school leaders in Cyprus perceive the opportunities and challenges associated with promoting digital transformation and integrating digital tools and AI (e.g., ChatGPT) into their leadership roles. By focusing on the intersection of school leadership and technology—an area with notable research scarcity—this study contributes valuable insights and empirical data within the Cypriot educational context.

This study employed a qualitative approach, focusing on collecting data through semi-structured interviews. Semi-structured interviews were selected as the primary data collection method because they allowed for flexibility in discussing participants' experiences while maintaining a structured format for analysis. The interview protocol was developed based on a thorough review of international literature (papers and reports) on digital technologies and AI, with a specific focus on the Cypriot educational context. Unfortunately, no existing validated and reliable instruments were available for adaptation. As a result, the designed tool was piloted with a small group of school leaders, and feedback from this pilot was used to refine the final version of the protocol. The research population included all primary and secondary school leaders from the five districts of Cyprus. A random sampling method was used, based on lists provided by the Ministry of Education. Specifically, the study utilized random sampling to ensure a representative sample of school leaders from across Cyprus. This method ensured that both urban and rural schools had a balanced presence at the primary and secondary levels. Following an email invitation to all school leaders, 43 school leaders responded: 24 from the primary education (8 from Paphos, 2 from Limassol, 5 from Famagusta, 5 from Larnaca, and 4 from Nicosia) and 19 from the secondary education (4 from Paphos, 5 from Limassol, 7 from Larnaca, and 3 from Nicosia). To analyze the data and identify the benefits and challenges associated with school leaders’ integration perspective within the digital framework, a content analysis of the qualitative data was performed.

The findings reveal that while digital tools enhance communication and administrative efficiency, challenges associated with poor infrastructure and inadequate targeted training were disclosed. In addition, school leaders acknowledge the potential of AI to support their leadership practice, while also addressing the challenges of integrating these tools due to limited knowledge and understanding, lack of appropriate training and the need of an ongoing support. This research contributes uniquely to the field by focusing on the integration of digital and AI tools within school leadership in Cyprus, an area previously underexplored. The study emphasizes the need for tailored professional development, better infrastructure, and continuous support to help school leaders effectively integrate digital and AI tools into their daily leadership practices.

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