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The study aimed to identify the Requirements for Developing Leaders’ AI Competencies. This systematic literature review, spanning from January 2017 to March 2025, analyzes 26 articles retrieved from Google Scholar, Sage, Emerald, Springer, ScienceDirect, and PubMed. Building from the systematic review, the findings were synthesized and integrated to derive a clear and parsimonious AI competency requirements framework for leaders. To this end, the PRISMA framework was applied to establish a high-quality and transparent process. Naeem et al.'s (2023) thematic analysis framework was employed to analyze and interpret the findings from the included studies. The reliability of the final results was assessed using Cohen's Kappa method. This coefficient was found to be 0.73, indicating a high level of agreement between the coders. The findings elucidate the essential requirements for cultivating artificial intelligence competencies among leaders through three primary dimensions: organizational, technological, and individual requirements. This research contributes to the existing literature by identifying and categorizing the effective requirements for developing leaders’ AI competencies in the era of AI.

Objective: The new development in the area of Artificial Intelligence (AI) education has raised interest with a sense of urgency about further refining it in the area of science education. Method: The qualitative study provides an insight into views of science teachers about the potential and limitation of employing ChatGPT in science education and how to take advantage of such technology-based developments. Methods: The research was conducted based on 46 science teachers of Zanjan province, using the snowball sampling method. Results: The teachers gave feedback on how ChatGPT can be beneficial and restrictive as an effective educational tool for their classroom. Overall, findings paint a picture where even though the teachers openly acknowledged that ChatGPT is full of potential to make so much space for interaction, they were still concerned about the impact of the technology, for instance, making too much dependency on the technology among the learners and how the tools impede the capacity of the students in thinking critically and creatively. The results also support discussion of future Career development opportunities with responsive curricula redesign for the sake of leveraging the possibilities of AI tools in an effort to support learning. Practice and policy implications and directions for research on the career development opportunities are considered in the conclusion and limitations of the study. Conclusion: .This study adds to the growing field of education and AI by highlighting the need to balance innovation with pedagogical responsibility. It shows that AI can enhance teaching as a supportive tool, not a replacement. Successful integration requires attention to equity, ethics, and collaboration among educators, policymakers, and technologists.