Transforming Educational Units in the AI Era: A Systematic Review and Integrative Perspective on AI Integration, Teachers’ Digital Competence, and Transformational Leadership and Management

Abstract

This study presents a systematic literature review (SLR) examining the interplay between artificial intelligence (AI) integration, teachers’ digital competence, and transformational leadership and management in educational contexts. A total of 45 peer-reviewed studies (2015–2025) were analyzed, retrieved from major academic databases including Scopus, Web of Science, ERIC, and Google Scholar, following a structured selection process inspired by PRISMA guidelines. The findings indicate that successful AI integration in education extends beyond technological infrastructure and is strongly influenced by human and organizational factors. In particular, teachers’ digital competence emerges as a critical enabler of effective implementation, while transformational leadership and management jointly shape strategic direction, organizational culture, and the operational conditions necessary for innovation. Leadership contributes to vision-building and motivation, whereas management ensures coordination, resource allocation, and sustainability of digital initiatives. The review also identifies key challenges, including gaps in professional development, resistance to change, and inequalities in access to digital resources. At the same time, it highlights significant opportunities, such as personalized learning, data-informed decision-making, and enhanced administrative efficiency. This study contributes to the literature by proposing an integrated socio-technical perspective that connects AI technologies with human capabilities and organizational processes. It also identifies critical research gaps and offers directions for future research. The findings provide practical implications for policymakers, school leaders, and educators seeking to implement coherent and sustainable digital transformation strategies in the AI era.