The BELMAS editorial team are delighted to introduce Alaa’s blog ‘”AI? I Barely Know What That Means!” — Why Educational Leaders Need to Get Literate, Fast’.
In this blog, the author invites us to imagine captaining a ship across the Atlantic without knowing how to read a compass. Through this compelling provocation, the author takes us on a journey to explore why leaders in education must develop both their own and their crew’s AI literacy.
Steering us through this metaphorical voyage, the author argues that it is imperative for educational leaders to grasp the significance of AI if they are to lead effectively in a world being reshaped by it. This blog raises important questions—and perhaps the most pressing is how we choose to work with AI, and how we frame our relationship with it.
We invite you to read on, reflect critically, and consider how your leadership journey might be reimagined in partnership with AI.
If you have any comments or thoughts about this blog and the points it raises, then do share on social media using the hashtag #BELMASblog or contact the BELMAS Blog editorial team by emailing: blog@belmas.org.uk
Imagine being asked to captain a ship across the Atlantic with no knowledge of how to read a compass. That’s essentially the position many educational leaders find themselves in as Artificial Intelligence (AI) quietly – or not so quietly – takes hold in universities.
You don’t need to be a tech guru to see that AI is transforming education. From chatbots helping students navigate course options to behind-the-scenes algorithms predicting who might need extra support, AI is here and it is not waiting for anyone to catch up. So here is the big question: Are the people steering the ship ready for this?
What Exactly is AI Literacy, and Why Should We Care?
AI literacy goes beyond knowing how an algorithm works. It means critically understanding, evaluating, and applying AI responsibly, including being aware of ethical concerns such as privacy and bias (Ng et al., 2021; Long and Magerko, 2020). Importantly, it must serve clear educational purposes, ensuring tools advance meaningful, human-centred learning, not just novelty or efficiency. It also involves understanding where AI fits in broader educational goals, augmenting rather than just replacing human practices (Holmes et al., 2022; Selwyn, 2019).
In a nutshell, it’s about:
Knowing what AI tools can (and can’t) do.
Understanding how AI impacts students and staff.
Being aware of ethical issues like privacy and bias.
Making smart, informed decisions based on all the above.
Educational leaders are expected to make decisions that shape the future of universities. But if they don’t grasp how AI works, how can they lead in a world being reshaped by it?
What the Research Says: It’s Not All Doom and Gloom
AI can support educational leaders in decision-making, curriculum design, and efficiency. Leaders who understand AI can better navigate its risks and enhance equity and innovation (Ghamrawi et al., 2024; Brock and Von Wangenheim, 2019). Yet knowledge gaps remain, with research showing a widespread need for training, as leaders often struggle with imple- mentation and ethical oversight (Schiff, 2022; Hwang et al., 2020).
A recent study by the author, which involved surveys and interviews with UK university leaders, revealed a landscape of optimism and caution.
On the bright side:
Many leaders are keen to engage with AI.
There is a real sense of curiosity and ambition.
AI is already being used to streamline admin and support learning.
But here’s the flip side:
Only a few feel confident in their AI knowledge.
Many are unsure how to use AI responsibly.
There are big gaps in training and support.
The takeaway? Leaders want to learn, but they need the tools and time to do it.
Barriers and Breakthroughs: What’s Getting in the Way?
For many educational leaders, time is scarce. Juggling meetings, administration, and duties leaves little room to explore AI, and limited access to quality development worsens barriers to AI literacy. As Coldwell (2017) notes, effective training is crucial, yet AI-specific options remain rare. Financial constraints add to the challenge; tight budgets push AI investment aside for more immediate needs (Dwivedi et al., 2021), leading to fragmented, shallow adoption. Institutional culture also matters: resistance to change and clinging to tradition stifle innovation, making it vital to challenge the mindset of ’we have always done it this way.’ However, progress is possible: with tailored training, collaborative learning, and practical tools, leaders can gain confidence and capacity, fostering smarter decisions, forward-thinking policies, and more inclusive and responsive learning.
What Can We Do About It?
Insights drawn from the author’s research highlight a few key actions:
The Bigger Picture
This isn’t just about keeping up with tech trends or robots replacing academics. It’s about shaping a fairer, smarter, more responsive education. AI won’t replace good leadership but leaders who understand AI will drive meaningful change. As Luckin et al. (2022) argue, AI should enhance human agency, not diminish it. Ultimately, purposeful AI integration and collective leadership development will help institutions use these technologies not just for innovation but to advance inclusivity, fairness, and human development.
Educational leaders must not only keep up; they must lead the way. With AI literacy, they can foster a culture of informed experimentation, ethical responsibility, and inclusive innovation.
So next time someone says, “AI? That’s not really my thing.” Maybe remind them: if they’re leading in education today, it really has to be.
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