Building on the previous post on adapting the UNESCO AI Competencies for Students & Teachers, here is a draft set of competencies for Educational Leaders. It is based on the Student & Teacher competencies from UNESCO, along with their Guidance on GenAI in Education & Research, and aligned to the ISTE Standards for Leaders.

This is not an official product of either organisation, but a work in progress.

The Competencies & Indicators are presented on the same sheet as the Student & Teacher Competencies, and include:

Visionary Leadership & Strategic Planning

Educational leaders articulate a compelling, mission-aligned vision for AI integration and lead long-range planning to ensure coherent, transformative, and ethical implementation.

Human-Centred Leadership for Equity & Inclusion

Leaders ensure AI adoption promotes inclusion, protects against bias, and reflects the needs of diverse learners and communities.

Leadership for Ethical Governance & Policy

Leaders create school policies and oversight systems that ensure AI is used safely, transparently, ethically, and in accordance with local and global regulations.

Leadership for Technical Innovation & Sustainable Infrastructure

Leaders guide strategic investment in AI tools and infrastructure, ensuring systems support ethical, pedagogical, and operational needs.

Leadership for AI Pedagogy & Curriculum Innovation

Leaders create conditions for teachers and students to use AI creatively and critically to deepen learning and build future-ready skills.

Leadership for Capacity Building & Professional Learning

Leaders invest in school-wide professional growth, supporting staff to confidently and critically use AI to improve learning and systems.

The sheet includes some linked resources and ideas, with more to add. School leaders should read and digest UNESCO’s Guidance on GenAI in Education and Research. Here are two pieces on this site that might be of interest:

• Applying UNESCO’s Guidance in International Schools
• What’s The Problem Represented To Be (WPR) in UNESCO’s Guidance? (EdD paper).