Principals' perceptions on AI integration in different education systems
| Country | Main positive findings | Main negative findings | Refs |
|---|---|---|---|
| United States | A significant tool in educational processes and personalized learning | It can lead to a very lazy generation, worries about creativity, and socialization | Hales et al. (2025) |
| Turkey | AI is a highly beneficial system with a crucial role in simplifying information management | AI might disregard cultural, religious, and philosophical values | Kurkan and Çetin (2024) |
| Australia | AI has many advantages, such as enhancing learning analytics, encouraging self-directed learning, fostering the development of critical digital literacy, and task automation | Concerns about equal access, sustainability, and the effect on the role of teachers and schools | Marrone et al. (2025) |
| Greece | Potential empowerment of the educational process, the acceleration of learning, and personalized learning experiences | Issues related to potential misuse, ethical implications, and the spread of misinformation | Anysiadou and Gkliati (2025) |
| Nigeria | Reduction of administrative workload, facilitation of data-driven decision-making | Data privacy, technical challenges, and resistance to change | Ananyi and Somieari-Pepple (2023) |
| Hong Kong | The integration of AI promotes expedited development in personal and professional capacities | Lack of curriculum guidelines, insufficient knowledge of AI, and immature pedagogical understanding of AI | Wang and Cheng (2021) |
| UK | Reduction of administrative labor and anxiety supports diversity | Creates new inequalities, issues of digital inclusion | Amrane-Cooper et al. (2024) |
| Country | Main positive findings | Main negative findings | Refs |
|---|---|---|---|
| United States | A significant tool in educational processes and personalized learning | It can lead to a very lazy generation, worries about creativity, and socialization | |
| Turkey | |||
| Australia | Concerns about equal access, sustainability, and the effect on the role of teachers and schools | ||
| Greece | Potential empowerment of the educational process, the acceleration of learning, and personalized learning experiences | Issues related to potential misuse, ethical implications, and the spread of misinformation | |
| Nigeria | Reduction of administrative workload, facilitation of data-driven decision-making | Data privacy, technical challenges, and resistance to change | |
| Hong Kong | The integration of | Lack of curriculum guidelines, insufficient knowledge of | |
| UK | Reduction of administrative labor and anxiety supports diversity | Creates new inequalities, issues of digital inclusion |
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