Artificial Intelligence in Curriculum Development for Teaching and Learning in Higher Education Leadership at Duke University: Integrating Transformational, Servant, Inclusive, Leadership Member Exchange Theory

What does ethical leadership look like in an age of algorithmic decision-making? How can academic institutions integrate artificial intelligence (AI) into curriculum design without compromising equity, trust, or academic integrity? This qualitative study examines Duke University’s leadership practices in the adoption of AI-enhanced curriculum, using four established frameworks: transformational, servant, inclusive, and leader–member exchange (LMX). Through document analysis of institutional AI policy and strategic planning materials, the study identifies leadership behaviors that prioritize ethical responsibility, shared governance, and equitable access to AI tools. Findings demonstrate that transformational leadership establishes strategic direction for AI integration. Servant leadership affirms student dignity and institutional responsibility. Inclusive leadership embeds equity into curriculum design and delivery. LMX strengthens faculty–leader relationships through mutual respect and shared accountability. These approaches form a model of cross-theory accountability, where innovation is guided by transparency, stakeholder participation, and structured review. This study contributes to higher education leadership by offering a replicable model for ethical AI adoption and curriculum innovation. Keywords: Artificial intelligence, higher education, ethical leadership, curriculum innovation, faculty engagement, inclusive leadership, transformational leadership, AI policy, digital equity, leader–member exchange, institutional accountability