Instructional Leadership and Artificial Intelligence Integration in TVET : A Conceptual Paper

Abstract

This conceptual paper examines the influence of instructional leadership on the use of artificial intelligence (AI) applications among vocational college lecturers in the Sarawak Zone within the context of the Fourth Industrial Revolution (IR 4.0). While AI technologies are increasingly recognised for their potential to enhance teaching and learning, the actual use of AI applications among vocational lecturers remains inconsistent and relatively limited. Existing studies have predominantly focused on technological readiness and digital literacy, with limited attention given to how instructional leadership shapes lecturers’ adoption of AI, particularly within vocational education contexts in Sarawak.
Addressing this research gap, this conceptual paper proposes a conceptual framework that integrates Instructional Leadership Theory with the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and Self-Efficacy Theory. The framework explains how leadership practices may influence lecturers’ use of AI applications through mediating factors such as self-efficacy, intrinsic motivation, and job satisfaction, as well as moderating factors including technological infrastructure and institutional support. The proposed framework provides a theoretical foundation for future empirical studies and offers insights for strengthening leadership-driven digital transformation in vocational education institutions.