Transformational leadership as the engine of technology-enabled educational projects in the era of AI

In an era of rapid technological disruption, particularly through AI, educational systems are under pressure to evolve. Technology disruption in education reshapes organizational routines, teacher roles, and student learning, yet implementation outcomes vary widely across schools. The successful implementation of technology-enabled educational projects is not guaranteed by the technology itself; it heavily relies on effective school leadership. This paper examines how transformational leadership catalyzes successful technology- enabled educational projects. Using a mixed-methods design, we analyze mechanisms linking leadership behavior such as vision-setting, individualized support, intellectual stimulation, and modeling change, to project acceptance, teacher professional growth, and early learning effects. Results indicate that clear, co-constructed visions accelerate teacher professional development with psychological safety improves classroom experimentation and practices. These findings demonstrate that the principal's use of transformational practices, inspirational motivation, intellectual stimulation correlated with increased teachers professional and transversal skills, enhanced digital competence and the successful integration of both hard and soft skills lead to bringing transformational leadership skills into the school. This study provides a practical model demonstrating that leadership is the critical success factor for translating technological potential into pedagogical reality by showing how human-centered leadership turns technological disruption into equitable, measurable improvement in teaching and learning.