Principals' Digital Leadership in Developing a Generative Artificial Intelligence (Gen-AI)-Based Learning Ecosystem in Elementary Schools

Agustin Hanivia Cindy; Nur Rina Priyani Mirsa; Alpendi Alpendi; Achmad Sya’dulla; Kaidah Yunia Wati; Zhou Ruguang; Hamdan Said

doi:10.24256/pijies.v9i2.11071

Authors

Agustin Hanivia Cindy Universitas Islam Negeri Walisongo Semarang, Indonesia
Nur Rina Priyani Mirsa Universitas Negeri Yogyakarta, Indonesia
Alpendi Alpendi Universitas Muhammadiyah Bangka Belitung, Indonesia
Achmad Sya’dulla Universitas Negeri Surabaya, Indonesia
Kaidah Yunia Wati Lancaster University, United Kingdom
Zhou Ruguang Jiangsu Normal University, China
Hamdan Said University of Technology Malaysia, Malaysia

DOI:

https://doi.org/10.24256/pijies.v9i2.11071

Keywords:

Academic Honesty, Digital Leadership, Enabling Leadership, Generative Artificial Intelligence, Learning Ecosystem

Abstract

The integration of Generative Artificial Intelligence (Gen-AI) in the Society 5.0 era has brought significant disruption to the global education landscape. At the elementary school level, institutional leaders often face gaps in official regulations that trigger restrictive rather than enabling policies. This study aims to analyze the role and digital leadership strategies of elementary school principals, identify systemic challenges and emerging supporting factors, and develop a conceptual framework for developing a safe, ethical, and innovative Gen-AI-based learning ecosystem. Using a descriptive qualitative approach with a single case study design, data collection was conducted at BINUS SCHOOL Semarang through triangulation techniques that included in-depth interviews with eight key informants (consisting of the principal, technology coordinator, four class teachers, and two parent representatives), passive participant observation, and analysis of formal school documents. The study results indicate that the digital leadership implemented in this school displays an adaptive profile (Enabling Leadership) through synchronization of the institution's vision, provision of ICT infrastructure based on content filtering, facilitation of digital pedagogical competency training, and regular updates to academic honesty guidelines. Furthermore, interactions within this ecosystem have resulted in the "BINUS Digital-Pedagogical Framework" model, which seeks to balance strategic alignment, streamline teacher administrative workloads (professional co-piloting), and limit the use of AI during the initial ideation stage (cognitive encapsulation) to protect students' original critical thinking. These findings are contextual to the characteristics of the schools studied. As a practical recommendation, elementary school principals can gradually adapt the principles of this framework through redesigning conceptual assessment tasks (AI-Resistant Tasks) and developing local SOPs with school committees to build a relevant and ethical digital citizenship curriculum.

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