Leading Through Simulation: How Mock AI Experiences Are Shaping Tomorrow’s School Leaders

Framework

This research is grounded in experiential learning theory (Kolb, 1984) and social constructivism (Vygotsky, 1978), emphasizing learning through reflection and authentic practice. It also draws on transformational leadership theory (Bass, 1990) to explore how AI-driven simulations cultivate self-awareness, adaptive thinking, and ethical decision-making in emerging educational leaders.

Methods

This mixed-method study investigates the impact of AI mock simulations on graduate students preparing for educational leadership roles. Participants include principal preparation candidates enrolled in a university leadership program. Data sources include a 40-item Likert-scale survey measuring perceptions of realism, confidence, and leadership growth, and semi-structured interviews exploring participant reflections. Quantitative data will be analyzed using descriptive statistics; qualitative responses will undergo thematic analysis to identify patterns in experiential learning outcomes.

Results

It is anticipated that participants will report increased confidence, reflective capacity, and decision-making ability after engaging in AI mock simulations. Expected results include positive correlations between simulation engagement and perceived leadership readiness, demonstrating that AI-driven experiences enhance experiential learning, bridge theory to practice, and strengthen administrator preparation programs.

Importance

This study advances understanding of how AI simulations can transform leadership preparation through experiential learning. By bridging theory and authentic practice, it offers evidence-based strategies for integrating AI ethically and effectively in educator training, helping institutions prepare visionary, tech-fluent administrators ready to lead digital innovation in schools.

References

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum Associates.

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Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on K–12, higher, and tertiary education students’ twenty-first century skills. Virtual Reality, 23(4), 425–436. https://doi.org/10.1007/s10055-018-0363-2

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0