<![CDATA[Artificial intelligence (AI) offers opportunities to support personalized, interactive, and flexible learning in elementary education. However, its educational value depends not only on technological availability but also on the organizational strategies that facilitate its pedagogical integration. This study examines how organizational strategies support the implementation of AI-integrated ubiquitous learning in elementary schools and identifies the conditions and challenges influencing this process. Using a qualitative case study design, data were collected through interviews with school principals, teachers, and educational technology personnel, complemented by direct observations. The data were analyzed thematically, with triangulation used to examine patterns across data sources. The findings indicate that strategic planning, supportive leadership, teacher professional development, curriculum alignment, digital infrastructure, communication, and collaboration are interconnected conditions shaping AI integration. AI-supported interactive materials, differentiated learning activities, and feedback mechanisms provide opportunities to accommodate diverse learning needs and support flexible access to learning resources. Nevertheless, implementation remains constrained by infrastructure limitations, varying levels of teacher preparedness, and difficulties aligning AI applications with curriculum objectives. This study contributes an integrated perspective on the relationship between organizational readiness and pedagogical implementation, highlighting that sustainable AI-integrated ubiquitous learning requires coordinated institutional support and purposeful instructional design. The findings offer practical insights for school leaders and teachers seeking to implement AI responsibly and contextually in elementary education.]]>
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