The increasing expansion of artificial intelligence in educational systems has transformed the role of school principals from traditional management to technological and data-driven leadership. However, many artificial intelligence technologies are grounded in epistemological, cultural, and technological foundations that have been developed in non-indigenous contexts. Therefore, decolonizing the professional life of school principals, as an emerging approach, emphasizes strengthening professional autonomy, critical technological literacy, preserving cultural identity, and the conscious use of artificial intelligence.

The purpose of the present study was to explain the dimensions and components of decolonizing the professional life of school principals for working with artificial intelligence. This research was conducted using a qualitative approach and grounded theory methodology. The participants included experts in the fields of educational management, educational technology, and artificial intelligence, who were selected through purposive sampling. The sampling process continued until theoretical saturation was achieved, reaching 21 participants. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding.

Validation was conducted based on the four criteria proposed by Guba and Lincoln (1985), namely transferability, confirmability, dependability, and credibility. Overall, the findings indicated that the causal conditions of decolonizing the professional life of school principals for working with artificial intelligence consisted of five axial codes; strategic conditions included five axial codes; contextual conditions consisted of five axial codes; intervening conditions included five axial codes; and consequential conditions consisted of five axial codes.