Baylor Research Explores How AI Is Transforming Teaching, Learning & Leading in K-12 Schools

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Artificial intelligence is changing how students learn, teachers teach, and principals lead, according to new Baylor University research examining the experiences of award-winning school leaders.

The study, published in Frontiers in Education, was led by William L. Sterrett, Ph.D., professor and chair of educational leadership in Baylor’s Moody School of Education; Meredith A. Frey, a Ph.D. student at Baylor in P-12 educational leadership;  and Jayson W. Richardson, Ph.D., professor of education at William & Mary School of Education.

“The biggest mistake that we can make is to think that AI is just another technology fad or another technology initiative,” Sterrett said. “It is a leadership issue.” He adds, “Even as AI grows more advanced, the uniquely human work of schools makes thoughtful leadership, human judgement, and meaningful relationships even more important.”

The researchers interviewed nine recipients of the National Association of Secondary School Principals’ Digital Principal of the Year Award to learn how AI is influencing classrooms, student learning experiences, and school leadership.

Making instruction personal 

One of the study’s central findings is AI’s potential to help teachers tailor instruction to individual students. For example, the researchers noted a teacher’s use of AI to connect the Pythagorean theorem to baseball for a seventh-grade student who struggled with math but loved the sport. Presenting the concept through the student’s interest created a more engaging path to understanding the material. 

The study also found that AI can make learning more immersive. A student used AI to create professional illustrations for a project about her family’s immigration from Sudan, technology that enhanced her original concept without replacing her ideas or creative decisions.

Sterrett said this distinction is essential. “AI should strengthen student learning, but not replace student thinking,” he said.

Using AI for efficiency

Principals reported that teachers are using AI to prepare lessons, create assessments, differentiate instruction and check whether students understand a concept. AI also can reduce time spent drafting emails, planning lessons and preparing materials, giving teachers more opportunities to work directly with students, the study found.

Importantly, the principals did not believe AI had changed the fundamental purpose of school leadership. Building relationships, establishing a shared vision and supporting strong teaching remain distinctly human responsibilities.

Balancing opportunity with caution

The study also identified concerns about academic integrity and the possibility that overreliance on AI could diminish critical thinking and creativity. Schools may need to replace assignments that reward task completion with more authentic projects requiring analysis and original thought.

“If you want students to provide a thoughtful reflection on their own leadership journey, be very clear that the assignment is not for AI,” Sterrett said. “You’re preparing them to think deeply while also adding tools to their toolbox.”

Innovation requires intentionality

Sterrett said principals can best model responsible AI use, while also providing professional development and involving their school communities in establishing expectations. The researchers also noted that effective adoption requires attention related to ethics, privacy, academic integrity and relationships. Sterrett, a former school principal, observes, “The fears and hesitations with AI are less about the technology innovation, but rather what happens if we stop investing in human judgment, relationships, and thoughtful school leadership.” He adds, “The future of schools will be shaped less by artificial intelligence itself than by what has always been most important- the quality of teachers, the relationships that occur, and the leadership that makes this possible.”

The study concludes that AI’s greatest promise is not replacing teachers or principals but helping them focus on creating meaningful learning experiences.

ABOUT THE AUTHORS

William L. Sterrett, Ph.D., serves as Department Chair and Professor of Educational Leadership at Baylor University, where he holds The Fred & Edith Hale Endowed Chair for School Leadership. He is also affiliated with the Baylor Center for School Leadership. His research focuses on school improvement, including sustainable green schools and districts, digital principals and technology-savvy superintendents, and collaborative school leadership.  

Meredith Frey is a Ph.D. student studying P-12 Educational leadership at Baylor University and teaches an undergraduate course on Leadership. Her research includes a focus on global education, AI in schools, outdoor education, and creating thriving learning communities within schools. 

Jayson W. Richardson, Ph.D., is professor in the Educational Policy, Planning & Leadership Department at William & Mary. His research is focused on modern digital technologies and understanding their impact on school leadership, school transformation, innovation and deeper learning.

ABOUT BAYLOR UNIVERSITY

Baylor University is a private Christian University and a nationally ranked Research 1 institution. The University provides a vibrant campus community for 20,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 100 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. Learn more about Baylor University at www.baylor.edu.

ABOUT THE BAYLOR MOODY SCHOOL OF EDUCATION

For more than 100 years, the Moody School of Education has advanced Baylor University’s mission across the globe while preparing students for a range of careers focused on education, leadership and human development. With more than 70 full-time faculty members, the School’s growing research portfolio complements its long-standing commitment to excellence in teaching and student mentoring. Baylor’s undergraduate program in teacher education has earned national distinction for innovative partnerships with local schools that provide future teachers deep clinical preparation. Likewise, the Moody School of Education’s graduate programs have attained national recognition for their exemplary preparation of research scholars, educational leaders, innovators and clinicians. Visit the Moody School of Education website to learn more.