Building an AI-Powered Community of Practice: A Case Study

• In Event: Case studies in educational leadership

Proposal

This paper explores how educational leaders are beginning to engage with the potential of artificial intelligence (AI) through an extended case study of the International Confederation of Principals (ICP). ICP is a global federation of school leadership associations, bringing together over 40 member organisations from Europe, Oceania, China, the Americas, and Africa. As an association of associations, the ICP serves as a microcosm, offering insight into how school leaders worldwide are responding—or not responding—to the challenges and opportunities presented by AI.
Educational Leaders and AI: The Current Landscape
As key decision-makers and gatekeepers within their educational communities, school leaders’ responses to AI are pivotal. While some leaders approach AI with trepidation, many are preoccupied with the day-to-day operational demands of their roles and acknowledge a limited understanding of AI’s implications. ICP has recognized this gap and, over the past two years, has actively worked to explore AI’s practical applications, alongside discussions on the ethical, philosophical, and pedagogical dimensions of the technology.
The ICP’s Approach: Exploring AI using a variety of perspectives
ICP’s commitment to fostering AI literacy and engagement has been most evident in its recent 2024 Convention in Mombasa, Kenya. The Convention featured workshops led by Argentinian former principal Gabriel Rshaid, author of The AI-Powered School, who introduced delegates to AI tools, such as ChatGPT, offering practical step-by-step guides on setting up and using AI platforms. These sessions provided participants with hands-on experience, demystifying AI and offering immediate applications that could be transferred to their schools.
Complementing these workshops, Professor Li Zheng-Tao from the National Training Centre for Secondary School Principals at East China Normal University, delivered a keynote address positioning AI as a transformative force in education. Dr. Li argued that AI is ushering in a "new era of learning" that requires educators to rethink fundamental assumptions about teaching and learning. He further suggested that AI could lead to a future where machine intelligence surpasses human capabilities, fundamentally altering current worldviews of education and human development.
In addition to these sessions, the Convention incorporated a student-led plenary, featuring young leaders from across the globe. These students were invited to share their views on AI’s role in education, offering a range of perspectives—from excitement over AI’s potential to concerns about its risks.
Hence, by weaving together the practicalities of AI use and the underlying its underlying vision and values, school leaders were offered a multi-layered introduction to its uses and future potential. Similarly, academics, practitioners and students offered a range of perspectives on AI and how leaders could make best use of it.

Embedding AI into the Conference Experience
As well as discussing how AI could be used from a variety of perspectives, the Convention also embedded AI tools into the fabric of the Convention itself. All sessions were recorded and processed through AI tools like ChatGPT, which generated real-time analysis and thematic summaries of key discussions. Additionally, an AI-powered “expert” website was developed, compiling all available material relating to ICP and its aims, allowing participants to pose questions and receive AI-generated responses relating to the organisation. These practical demonstrations allowed school leaders to experience firsthand how AI could be integrated into their daily work, from knowledge management to problem-solving.
Addressing Ethical Challenges in AI Adoption
Inevitably, this broad engagement with AI raised a series of ethical issues. One Kenyan delegate asked, “Why are you telling me about AI when some of my pupils are still writing on clay?” This question raised important concerns about equity and access in AI adoption. The former chair of the Kenyan Secondary Heads Association responded, “We are doing this because you need to know what is happening in the world outside, so you can lobby to get the tools your pupils will need.” This exchange highlights the complex intersection of technological advancement and educational inequality, reminding leaders that awareness of AI is crucial, even in resource-constrained environments.
A Global Community of Practice: Moving Beyond Geographic Boundaries
This case study is significant because it demonstrates how school leaders are not only grappling with the exciting and promising changes that AI offers but are also beginning to question and redefine their core beliefs about education's purpose and potential.
One of ICP’s central aims in recent years has been the creation of a global community of practice, where school leaders can share knowledge, collaborate, and learn from one another. It is notable that leadership in AI engagement is emerging from diverse regions—Latin America, China, and Africa—rather than following a predictable geographic trajectory. This decentralised leadership underscores the global nature of AI’s impact and the importance of fostering a cross-regional dialogue to shape the future of education.
Conclusion
This case study illustrates how ICP is building a global community of practice, providing a platform for school leaders to explore the practical, philosophical, and ethical dimensions of AI in education. As AI continues to reshape the educational landscape, initiatives like those spearheaded by ICP offer valuable insights into how leaders can harness technology to benefit their schools and communities, while remaining aware of the ethical challenges it presents. Through its engagement with AI, ICP is helping to redefine the future of school leadership and the role of technology in shaping that future.

Author

• Peter Kent, International Confederation of Principals