The rapid global expansion of Artificial Intelligence (AI) in education highlights its importance for improving teaching quality and learning outcomes, yet its classroom impact remains inconsistent. Despite growing interest, the literature reveals practical gaps in effective pedagogical integration and theoretical gaps in fragmented, individual-focused models that overlook leadership and context. This review aims to synthesise existing research and develop an integrated understanding of the relationships between AI integration, teacher leadership, and student-centred learning. A structured literature review approach is applied to analyse empirical and theoretical studies. Findings indicate that AI adoption is often superficial, with limited linkage to pedagogical outcomes and insufficient attention to leadership, trust, and governance. The study contributes by proposing a coherent framework positioning teacher leadership as a mediating mechanism. The findings inform policy and professional development. However, reliance on existing literature limits generalisability, suggesting future research should employ quantitative and longitudinal designs.
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