Jul 2026· Organizational Cultures An International Journal· 0 citations
TL;DR
This mixed-methods study integrates survey data from 542 leaders across health care, finance, government, education, and nonprofits with twenty-two interviews to examine how digital literacy and ethical infrastructure shape trust in AI-mediated decision systems.
Abstract
Generative Artificial Intelligence (GenAI) is reconfiguring authority, accountability, and legitimacy in organizational leadership. This mixed-methods study integrates survey data from 542 leaders across health care, finance, government, education, and nonprofits with twenty-two interviews to examine how digital literacy and ethical infrastructure shape trust in AI-mediated decision systems. Findings show that 77% of respondents now incorporate GenAI into leadership decisions, reflecting a shift from hierarchical control to distributed, participatory orchestration. Ethics policies (β = .48, p < .001) and digital literacy (β = .42, p < .001) significantly predict trust in GenAI governance. Interview evidence demonstrates that confidence relies less on technical accuracy than on the institutionalization of ethics, transparent oversight, clear decision rights, bias audits, and mechanisms for contestation and redress. Sectoral contrasts illustrate how power shapes these safeguards, determining who is protected, who bears risk, and who can influence AI-enabled decisions. The study reframes leadership in the algorithmic age as the design of accountable, adaptive, and equitable decision architectures. Leaders who pair ethical governance with digital fluency are best positioned to sustain legitimacy and justice as GenAI becomes embedded in organizational life.
This article examines strategic leadership in the age of artificial intelligence by emphasizing the need to balance machine intelligence with human insight. Drawing from Halima Idris's conference material and supported by contemporary literature on digital leadership, AI governance, ethics, and organizational transformation, the article argues that AI strengthens leadership through evidence-based decision-making, forecasting, fraud detection, educational innovation, healthcare support, and improved governance. However, AI cannot replace human qualities such as ethical judgment, empathy, accountability, cultural understanding, integrity, and wisdom. The study employs a conceptual literature-based method to synthesize key ideas on AI-enabled leadership and responsible decision-making. The discussion shows that effective leaders should use AI as a decision-support instrument while retaining responsibility for final decisions and social consequences. The article recommends that governments develop responsible AI policies, universities integrate AI literacy with ethics and critical thinking, and organizations build transparent AI practices while reskilling their workforce. The article concludes that sustainable development in the AI era requires hybrid leaders who combine technological competence with human values.
Halima Idris· IC-BESTS: International Conf...· 0 citations
This conceptual paper argues that traditional technology governance models are insufficient and that leaders must develop an augmented moral compass to navigate algorithmic decision-making, data governance, and equity and proposes an original Moral Compass Model.
The framework demonstrates that the sustainable value derived from AI in higher education depends less on the level of the technology adopted than on the ethical bases and consistency of the leadership responsibility for its integration, offering higher education leaders and policymakers a structured path toward responsible AI governance and sustainable institutional transformation.
Asem S. Obied, Ahmed Raja Haj Ali· Frontiers in Education· 0 citations
Artificial intelligence (AI) is increasingly reshaping educational leadership and management, yet little is known about how school principals conceptualize personal ethical and legal responsibilities in AI-driven contexts. Drawing upon ethical leadership theory, UNESCO’s ethical AI framework, and digital transformation literature, this qualitative phenomenological study explores how Kuwaiti public school principals understand and anticipate their responsibilities regarding AI-use in schools. Semistructured interviews with 26 principals across primary, intermediate, and secondary public schools took place. Thematic analysis revealed two interrelated themes: (a) ethical concerns and commitments, including data-privacy, fairness, transparency, academic integrity, and preservation of human judgment; and (b) legal uncertainty and a policy vacuum, characterized by nonexistent formal guidance, liability fears, limited AI literacy, and infrastructural constraints. Principals positioned themselves as moral guardians navigating AI-adoption cautiously in a highly-centralized education system, while calling for culturallyresponsive policies, professional development, and clearer governance frameworks. The study contributes empirically to emerging scholarship on AI-driven school leadership by foregrounding principals’ ethical reasoning in a Gulf Region context and offers implications for leadership preparation, policy development, and responsible AI educational integration
Unknown authors· Management in Education· 0 citations
It is concluded that effective AI governance requires institutionally grounded arrangements that ensure AI supports, rather than undermines, the educational mission of higher education.
Tian-Zi Sun, Mark Joseph D. Pastor· American Journal of Educatio...· 0 citations
Investigating the governance of AI systems in HR through four questions shows near-universal support for governance frameworks, with trust significantly associated with professional role, AI familiarity, and governance orientation.
Sapheya Aftimos, D. Hassoun· AHFE International· 0 citations
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