<![CDATA[The integration of artificial intelligence (AI) in rural elementary schools presents opportunities for instructional innovation but remains shaped by resource constraints, teacher readiness, and responsible use. This study examines how school leaders mediate digital transformation and how leadership practices interact with pedagogical needs and contextual conditions. A multisite qualitative study was conducted in 12 public elementary schools across six school clusters in Alian District, Kebumen, Central Java, Indonesia. Data were collected from 36 informants (12 principals, 12 upper-grade teachers, and 12 lower-grade teachers) through semi-structured interviews, non-participant observations, and document analysis, followed by thematic within-site and cross-site analysis. Three patterns emerged. First, adaptive resource governance was evident in 10 schools (83.3%) that reported reallocating operational funds to support connectivity, while all 12 schools used professional networks for collaborative learning and resource sharing. Second, AI use varied by instructional needs: upper-grade teachers emphasized planning and assessment, whereas lower-grade teachers focused on visual materials, literacy, numeracy, and storytelling. Reported time savings reflected teachers’ perceptions rather than objectively measured efficiency. Third, responsible AI integration required peer mentoring, content verification, contextual adaptation, and attention to student data protection. The findings conceptualize rural digital leadership as adaptive mediation among resource governance, pedagogical AI use, teacher learning, and human oversight. Because the study involved purposively selected schools in one district, its findings offer contextual insights rather than nationally representative estimates.]]>
