AI and Women's Leadership in Education A Systematic Literature Review With a Focus on the Palestinian Context

Authors

  • Wajdi Milhem

DOI:

https://doi.org/10.64680/jisads.v3i2.43

Keywords:

Artificial intelligence, Women's Leadership, educational equity, Palestine, Fragile Contexts

Abstract

 AI technologies offer the potential to transform educational leadership by enhancing decision-making and agency for women. It also offers the potential to streamline administrative tasks and enable predictive insights; this is why their integration often reflects and reinforces existing gender inequalities, especially in under-resourced regions. Another issue is that women in educational leadership face challenges deeply rooted in society, like digital exclusion and limited access to AI training or governance roles. These challenges expand the existing gap between men and women, especially in fragile contexts such as Palestine, where political instability and infrastructural fragmentation place additional barriers on women's educational leadership. This paper uses a systematic literature review methodology guided by the PRISMA framework to sift through and ensure the quality of the data gathered. This study analyzes 23 peer-reviewed sources published between 2015 and 2025 in both English and Arabic.

The review focused on identifying both the enablers and the obstacles to the implementation of gender-sensitive AI. This paper does this by synthesizing equity- and inclusion-driven frameworks for AI adoption. The review also found that AI can serve as a tool for inclusive leadership, especially when it is embedded in participatory and culturally sensitive AI systems. However, without legal policy changes and capacity building for women on AI-driven leadership models, AI poses the risk of expanding the digital and gender divide.

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Published

2026-01-11

Issue

Vol. 3 No. 2 (2025): Journal of Intelligent Systems and applied data science (JISADS)

Section

Research and Review articles

License

Copyright (c) 2026 Wajdi Milhem

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