Fostering Humanistic Decision-Making in Elementary Science Education Amid Artificial Intelligence Disruption: A Case Study of a School Principal
DOI:
10.29303/jppipa.v12i6.15511Published:
2026-06-25Downloads
Abstract
The rapid development of Artificial Intelligence (AI) has created both opportunities and challenges for educational leadership, particularly in elementary science education. School principals are required to make decisions that not only support technological innovation but also uphold humanistic values in educational practice. This study aimed to analyze how the principal of SDN 06 Baruga develops humanistic decision-making in elementary science education amid Artificial Intelligence disruption. The study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and document analysis involving the principal as the primary informant, supported by teachers and educational staff. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings revealed that the principal perceives AI as a valuable educational tool that can enhance science learning and broaden access to knowledge. However, technology is positioned as a supporting instrument rather than a substitute for teachers’ roles in education. Humanistic values, including empathy, fairness, responsibility, care, and character development, were found to guide decision-making processes. The principal also implemented various strategies to balance technological innovation with human-centered education while addressing challenges related to rapid technological change and students’ dependence on digital tools. The study concludes that humanistic decision-making provides an effective framework for integrating Artificial Intelligence into elementary science education while preserving the fundamental values of education.
Keywords:
Artificial Intelligence Elementary science education Humanistic decision-makingReferences
Abu Bakar, A., Aspin, A., Marwan, M., Herwanto, A., & Prihatmojo, A. (2025). The impact of visionary leadership on science-based technology adoption in East Wawonii elementary schools. Al-Ishlah: Jurnal Pendidikan, 17(3), 4192–4203. https://doi.org/10.35445/alishlah.v17i3.6299 DOI: https://doi.org/10.35445/alishlah.v17i3.6299
Al Nuaimi, H., Ahmad, S. Z., & Khalid, K. (2024). The importance of school principals’ role in digital transformation. International Journal of Educational Management. https://doi.org/10.1108/IJCED-05-2023-0044 DOI: https://doi.org/10.1108/IJCED-05-2023-0044
Aspin, A., Nugroho, I. A., Abubakar, A., & Suleman, M. A. (2025). Integration Internet of Things (IoT) and ChatGPT in the teaching of photosynthesis and water quality at SDN 2 Lebo. Jurnal Penelitian Pendidikan IPA, 11(7), 844–853. https://doi.org/10.29303/jppipa.v11i7.12156 DOI: https://doi.org/10.29303/jppipa.v11i7.12156
Berkovich, I. (2025). The rise of AI-assisted instructional leadership: Implications for school leadership in the digital era. Frontiers in Education, 10, 1643023. https://doi.org/10.3389/feduc.2025.1643023 DOI: https://doi.org/10.3389/feduc.2025.1643023
Berkovich, I., & Eyal, O. (2021). Ethics and educational leadership: A critical review of current perspectives. Educational Management Administration & Leadership, 49(6), 915–931. https://doi.org/10.1177/1741143220933900
Berkowitz, M. W., & Bier, M. C. (2021). Research-based character education. The ANNALS of the American Academy of Political and Social Science, 591(1), 72–85. https://doi.org/10.1177/0002716203260082 DOI: https://doi.org/10.1177/0002716203260082
Bond, M., Khosravi, H., Laat, M., Bergdahl, N., Negrea, V., Oxley, E., & Siemens, G. (2024). Artificial intelligence in education: A systematic review of empirical research. Computers and Education: Artificial Intelligence, 6, 100215. https://doi.org/10.1016/j.caeai.2024.100215 DOI: https://doi.org/10.1016/j.caeai.2024.100215
Bozkurt, A., Karadeniz, A., Baneres, D., Guerrero-Roldán, A. E., & Rodríguez, M. E. (2024). Artificial intelligence and reflections from educational landscapes: A review of AI studies in education. Open Praxis, 16(1), 1–19. https://doi.org/10.55982/openpraxis.16.1.654 DOI: https://doi.org/10.55982/openpraxis.16.1.654
Chen, H. (2024). The ethical challenges of educational artificial intelligence: Implications for human-centered education. Studies in Education and Innovation Frontiers, 3(2), 45–58. https://doi.org/10.55982/openpraxis.16.1.775
Chiu, T. K. F. (2024). Future-ready education: Balancing artificial intelligence and human-centered learning. Education and Information Technologies, 29(3), 4127–4145. https://doi.org/10.1007/s10639-023-12109-5 DOI: https://doi.org/10.1007/s10639-023-12109-5
Dai, R., Wang, X., & Li, Y. (2025). The roles of artificial intelligence and educational leaders in AI-assisted decision-making. The Asia-Pacific Education Researcher, 34(2), 155–170. https://doi.org/10.1007/s13384-024-00771-8 DOI: https://doi.org/10.1007/s13384-024-00771-8
Falloon, G. (2023). From digital literacy to digital competence: The teacher’s role in technology-enhanced learning. Education Sciences, 13(4), 389. https://doi.org/10.3390/educsci13040389 DOI: https://doi.org/10.3390/educsci13040389
Favero, L., Pérez-Ortiz, J. A., Käser, T., & Oliver, N. (2026). AI in education beyond learning outcomes: Cognition, agency, emotion, and ethics. Educational Technology Research and Development, 74(1), 1–20. https://doi.org/10.48550/arXiv.2602.04598
Ho, C. S. M. (2025). Principals’ ethical leadership in the era of artificial intelligence: A narrative review. Computers & Education, 210, 105020. https://doi.org/10.1016/j.compedu.2025.105517 DOI: https://doi.org/10.1016/j.compedu.2025.105517
Karakose, T. (2025). The role of educational leaders in the age of artificial intelligence. Educational Process: International Journal, 14(1), 1–15. https://doi.org/10.22521/edupij.2025.16.267 DOI: https://doi.org/10.22521/edupij.2025.16.267
Karpouzis, K. (2024). Artificial intelligence in education: Ethical considerations and insights from ancient Greek philosophy. Education Sciences, 14(9), 1–18. https://doi.org/10.3390/educsci14090975 DOI: https://doi.org/10.1145/3688671.3688772
Khalifa, M., Gooden, M. A., & Davis, J. E. (2021). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311. https://doi.org/10.3102/0034654316630383 DOI: https://doi.org/10.3102/0034654316630383
Kim, J., Lee, H., & Cho, Y. H. (2023). Learning design for promoting collaboration in AI-supported learning environments. Sustainability, 15(8), 6824. https://doi.org/10.3390/su15086824 DOI: https://doi.org/10.3390/su15086824
Lim, W. M. (2024). What Is Qualitative Research? An Overview and Guidelines. Australasian Marketing Journal. https://doi.org/10.1177/14413582241264619 DOI: https://doi.org/10.1177/14413582241264619
Lloyd, N. (2024). To member check or not to member check? An evaluation of member checking in qualitative research. International Journal of Qualitative Methods, 23. https://doi.org/10.1177/16094069241301383 DOI: https://doi.org/10.1177/16094069241301383
Marlina, E., Purwaningsih, M., & Siagian, A. H. A. M. (2024). Ensuring trustworthiness in qualitative research: The role of triangulation techniques. In Research Anthology on Innovative Research Methodologies and Utilization Across Multiple Disciplines. IGI Global. https://doi.org/10.4018/979-8-3693-3069-2.ch012 DOI: https://doi.org/10.4018/979-8-3693-3069-2.ch012
McKim, C. (2023). Meaningful member-checking: A structured approach to member checking. American Journal of Qualitative Research, 7(2), 41–52. https://doi.org/10.29333/ajqr/12973
Miao, F., Holmes, W., Huang, R., & Zhang, H. (2021). AI and education: Guidance for policy-makers. UNESCO Publishing. https://doi.org/10.54675/PCSP7350 DOI: https://doi.org/10.54675/PCSP7350
Nucci, L., Narvaez, D., & Krettenauer, T. (Editors). (2023). Handbook of moral and character education (3rd ed.). https://doi.org/10.4324/9781003008545 DOI: https://doi.org/10.4324/9781003374077
Parisu, C. Z. L., Aspin, A., & Suleman, M. A. (2025). Augmented reality-based STEM learning to enhance elementary school students’ higher-order thinking skills. Jurnal Konseling Dan Pendidikan, 13(4), 271–288. https://doi.org/10.29210/1184100 DOI: https://doi.org/10.29210/1184100
Pietsch, M. (2025). Leading the AI transformation in schools: It starts with a digital mindset. Educational Technology Research and Development, 73(4), 1–19. https://doi.org/10.1007/s11423-024-10439-w DOI: https://doi.org/10.1007/s11423-024-10439-w
Porayska-Pomsta, K., Holmes, W., & Nemorin, S. (2024). The ethics of AI in education. AI and Ethics, 4(3), 1–18. https://doi.org/10.4337/9781800375413.00038 DOI: https://doi.org/10.4337/9781800375413.00038
Redecker, C., & Punie, Y. (2022). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/178382
Selwyn, N. (2023). Education and technology: Key issues and debates in the age of artificial intelligence. Learning, Media and Technology, 48(4), 517–530. https://doi.org/10.1080/17439884.2023.2254978
Shaked, H. (2022). Instructional leadership and empathy: The role of emotional understanding in educational decision-making. Educational Management Administration & Leadership, 50(4), 610–626. https://doi.org/10.1177/17411432211004968
Slade, S., & Prinsloo, P. (2013). Learning Analytics: Ethical Issues and Dilemmas. American Behavioral Scientist, 57(10), 1510–1529. https://doi.org/10.1177/0002764213479366 DOI: https://doi.org/10.1177/0002764213479366
Soysal, Y., & Türkmen, S. (2024). Reinterpreting the member checking validation strategy in qualitative research through the hermeneutics lens. Qualitative Inquiry in Education: Theory & Practice, 1(1), 1–17. https://doi.org/10.59455/QIETP.19 DOI: https://doi.org/10.59455/qietp.19
Sposato, M. (2025). Artificial intelligence in educational leadership: A comprehensive taxonomy and future directions. International Journal of Educational Technology in Higher Education, 22(1), 1–22. https://doi.org/10.1186/s41239-025 DOI: https://doi.org/10.1186/s41239-025-00517-1
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel? ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00237-x DOI: https://doi.org/10.1186/s40561-023-00237-x
Walker, A., & Qian, H. (2022). Developing ethical school leadership: Challenges and opportunities in contemporary education. Educational Management Administration & Leadership, 50(5), 693–708. https://doi.org/10.1177/17411432211021954
Wang, F., Pollock, K., & Hauseman, C. (2022). School principals’ leadership during educational change: Implications for educational improvement. Leadership and Policy in Schools, 21(4), 724–741. https://doi.org/10.1080/15700763.2020.1833356
Williamson, B., Macgilchrist, F., & Potter, J. (2024). Re-examining educational technology and human values in the age of AI. Postdigital Science and Education, 6(1), 78–96. https://doi.org/10.1007/s42438-023-00458-7
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2021). Artificial intelligence in higher education: A systematic review of research. International Journal of Educational Technology in Higher Education, 18(1), 39. https://doi.org/10.1186/s41239-021-00239-1
License
Copyright (c) 2026 Abubakar, Aspin, Eko Saputra Nurdiansyah
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
