An Experimental Analysis of Greek School Leaders’ Readiness for AI Integration
Melpomeni Anysiadou, Alexandra Gkliati
Abstract
The evolution of artificial intelligence and its integration into education is a controversial challenge for educational practice and its employees. School leaders’ technology acceptance, combined with factors such as resistance to change and perceived technological trust, reformed the education sector’s efficiency. In specific research, we attempted to reveal school leaders’ readiness to accept artificial intelligence in Greece through an experimental analysis. A field experiment was conducted based on game theory in a sample of 42 secondary school leaders from Athens, Greece, to investigate whether and to what extent Greek school leaders generally accept artificial intelligence and by what kind of duties. Based on our results, Greek school leaders still resist such technologies, especially in areas where the human element is particularly evident, such as teaching and collaboration with subordinates, less so in processes related to the school’s financial management and collaboration with the competent service bodies. However, familiarity with artificial intelligence could help in increasing individuals’ acceptance. Based on research results, educational policy decision-makers in Greece could reform and enhance the educational framework, whether it is necessary to properly use and implement artificial intelligence’s applications by elucidating ways artificial intelligence will coexist harmoniously and productively with the education sector.