Navigating urgency and innovation: how pandemic-era leadership frames the evolving role of AI in educational leadership

Purpose This paper examines how pandemic-era leadership lessons inform the current implementation of artificial intelligence (AI) in schools, focusing on adaptive strategies, distributed leadership, and equity-focused decision-making among US school principals during crisis-driven technological change. Design/methodology/approach A qualitative approach was employed, drawing on semi-structured interviews with fifty public school principals conducted between 2020 and 2022. Data were coded and analyzed iteratively using distributed leadership theory to identify key themes related to technology integration, professional development and leadership practices in rapidly changing environments. Findings Adaptive, distributed leadership and proactive planning for digital equity were vital for effective crisis response and technology implementation. Schools that leveraged collective expertise and flexible structures managed technological transitions more successfully, revealing essential principles for the equitable and ethical adoption of AI in educational practice. Research limitations/implications The study is based on reflections from principals in diverse but U.S.-centered settings, which may limit generalizability to other national contexts or roles. Future research should investigate the long-term sustainability of distributed leadership and AI implementation in diverse educational systems and cultural contexts. Practical implications Educational leaders should institutionalize distributed leadership structures, invest in ongoing professional development, and prioritize digital access to prepare for AI-driven transformation. Policies and practices should prioritize ethics, equity and the ability to adapt agilely to technological change. Social implications Ensuring digital equity and inclusive access to AI-enhanced learning is a central social justice issue amplified by ongoing political and structural challenges. Responsive leadership and systemic equity initiatives are essential to prevent new forms of educational discrimination in AI-enabled schools. Originality/value This study offers a unique contribution by systematically connecting pandemic-era crisis leadership, particularly distributed leadership strategies and equity-focused practices, with the contemporary challenges of AI implementation in schools. By analyzing rich qualitative data from a diverse sample of principals navigating urgent technological change, the research advances understanding of how resilient, collaborative leadership models drive successful AI adoption. The findings bridge gaps in existing literature, emphasizing the transformative impact of ethical, adaptive leadership and proactive digital equity and providing actionable guidance for policymakers, practitioners and researchers seeking to foster inclusive educational innovation in rapidly evolving, AI-driven environments.