Global Leadership and Artificial Intelligence (AI) Literacies: A Fulbright Perspective.
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| Title: | Global Leadership and Artificial Intelligence (AI) Literacies: A Fulbright Perspective. |
|---|---|
| Authors: | Ariza, Eileen N. Whelan1, Mountford, Meredith1 |
| Source: | Journal of Literacy & Technology. Fall2025, Vol. 26 Issue 3, p2-11. 10p. |
| Subject Terms: | *Artificial intelligence, *Educational exchanges, *Digital inclusion, *School administrators, *Technological literacy, Leadership, Cultural competence, Mentoring |
| Company/Entity: | United States. Dept. of State |
| Abstract: | This article is based on an invited dinner presentation delivered at the 2025 Annual Convention of the University Council for Educational Administration (UCEA) in San Juan, Puerto Rico. As a Fulbright Alumni Ambassador, appointed by the U.S. Department of State, which oversees the Fulbright Program, Ariza examines how the Fulbright Program can serve as a leadership framework for educational administrators navigating artificial intelligence (AI), digital literacies, and multilingual communication opportunities abroad. Using qualitative narrative analysis grounded in Ariza's Fulbright appointments in Mexico, Costa Rica, and Malta, as well as her role as Fulbright Alumni Ambassador and reviewer of hundreds of Fulbright proposals, the paper integrates firsthand reflections with peer-reviewed research and international policy guidance. We argue that immersive global experiences cultivate intercultural competence, strategic vision, and ethical reflexivity, capacities essential for AI-inflected decision-making and digital equity work. Drawing on guidance from UNESCO and the U.S. Department of Education, as well as established scholarship in digital literacy, we propose design principles, mentoring practices, and programmatic recommendations for administrator preparation programs. We further illustrate how country-level policies (e.g., Estonia's AI Leap) offer concrete models for preplanned human-centered implementation. The article concludes with tools that administrators can adapt, suggestions for proposal design, readiness checklists, and evaluation indicators, to ensure that AI and digital initiatives are inclusive, sustainable, and linguistically responsive. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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