<![CDATA[This study examined the relationships among school leadership practices, teachers’ digital competence, and artificial intelligence (AI) integration in Civic Education classrooms in Zamfara State, Nigeria. Specifically, the study determined the relationship between school leadership practices and AI integration, examined the relationship between teachers’ digital competence and AI integration, and determined the combined contribution of school leadership practices and teachers’ digital competence to AI integration. A quantitative correlational survey research design was adopted. The population comprised Civic Education teachers in public secondary schools in Zamfara State, from which 384 teachers were selected through a multistage sampling procedure. Data were collected using the School Leadership, Teachers’ Digital Competence, and AI Integration Questionnaire (SLTDCAIQ), which was validated by experts and yielded an overall Cronbach’s alpha reliability coefficient of 0.86. Data were analysed using mean, standard deviation, Pearson Product–Moment Correlation, and multiple regression analysis at the 0.05 level of significance. The findings revealed significant positive relationships between school leadership practices and AI integration, r(382) = .612, p < .001, and between teachers’ digital competence and AI integration, r(382) = .684, p < .001. Multiple regression further showed that school leadership practices (β = .302, p < .001) and teachers’ digital competence (β = .526, p < .001) made significant contributions to AI integration, with teachers’ digital competence having the larger statistical contribution. The study concluded that supportive school leadership and teachers’ digital competence were significantly associated with AI integration in Civic Education classrooms. It recommended continuous professional development, improved digital infrastructure, supportive leadership, and clear guidelines for responsible AI use.]]>
