AI-eldsjälar i skolans värld En kvalitativ studie om AI-implementering ur skolledares och lärares perspektiv

Abstract

Generative artificial intelligence (AI) has rapidly gained traction in the education sector, with tools such as ChatGPT often highlighted as potential support in teachers’ daily work. At the same time, the technology raises important questions about how its use should be organized and what responsibilities school leaders hold. The aim of this study is to deepen the understanding of how generative AI is implemented in school organizations, focusing on the strategic work of school leaders and how this is experienced by teachers. The study is based on a qualitative study, comprising interviews with 14 school leaders and teachers in a county in western Sweden. The empirical material was analyzed through thematic analysis in combination with an abductive research approach. The theoretical framework includes Mintzberg’s strategy concept, Czarniawska’s model of change, and the Unified Theory of Acceptance and Use of Technology model. The findings show that school leaders perceive a clear responsibility to drive the AI initiative forward, but the absence of clear directives leads to a strategy that leaves significant room for interpretation. Teachers’ use of generative AI varies widely and is largely driven by individual initiative, in the form of dedicated enthusiasts. At the same time, many express uncertainty and a desire for clearer guidance from leadership. A noticeable gap emerges between strategic intentions and everyday practice. A sustainable and equitable AI implementation requires clearer national guidelines, clear responsibility distribution, and long-term support within the school organization.