Abstract
This PRISMA-ScR, guided scoping review synthesises recent evidence (2023–2025) on the intersection of artificial intelligence (AI), educational leadership, and inclusive education. Although AI adoption in schools is increasing, research connecting these domains remains fragmented. Drawing on 11 peer-reviewed studies, the review examines how educational leaders use AI to promote inclusion, which leadership styles best support AI integration, and the ethical and organisational challenges that arise. Findings from the thematic synthesis suggest that transformational, distributed, and adaptive leadership styles are most frequently associated with equitable and effective AI implementation, as they support collaborative decision-making, ethical reflection, and data-informed practices that enhance inclusion. In contrast, technocratic or transactional leadership tends to constrain AI’s potential to administrative efficiency rather than inclusive transformation. Ethical governance, digital literacy, and human–AI collaboration emerge as critical competencies for contemporary school leadership. The review culminates in a conceptual model of AI-Enhanced Educational Leadership for Inclusive Education, illustrating the reciprocal interaction among leadership style, AI tools, and ethical frameworks as drivers of equity and participation. Future research should empirically test this model across diverse educational contexts. Overall, the review underscores leadership as the decisive factor determining whether AI advances or undermines inclusion in digital education.