Educator Sensemaking in the Age of AI: A Case Study of Change Acceptance
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Authors
Issue Date
Type
Dissertation
Language
en_US
Alternative Title
EDUCATOR SENSEMAKING IN THE AGE OF AI
Abstract
Description
A change acceptance approach shifts from managing change as a finite event toward
recognizing abrupt, unpredictable disruption as a norm within the professional landscape.
This research utilizes Generative Artificial Intelligence (GAI) as a critical lens for
examining adaptation, focusing on how educator sensemaking and continued integration
influence professional identity and systemic stewardship within an international school.
Using the Berkana Institute’s Two Loops Model, this qualitative single Case Study
design utilized document analysis, focus groups, and interviews analyzed through
reflexive thematic analysis. Findings reveal a period of emergent pioneering
characterized by systemic friction and concerns regarding cognitive and behavioral
integrity. Despite these challenges, educators maintain professional efficacy by anchoring
their practice in relational authenticity as their professional identity evolves. Additionally,
school leaders balance these dynamics through fiscal stewardship and strategic
protectorship, facilitating a transition where change is accepted as a normalized
professional reality rather than an external disruption to be managed.