The advent of Artificial Intelligence (AI) has significantly impacted leadership decision-making processes across sectors, including education. This quantitative study explores the relationship between the Dark Triad personality traits—Machiavellianism, narcissism, and psychopathy—of education leaders and their interaction with AI systems in decision-making contexts. Data is being collected through a structured chatbot interaction and a survey administered via Qualtrics, targeting a diverse sample of education leaders. The study explores distinct patterns in how these traits influence trust in AI, decision-making efficiency, and ethical considerations. There is empirical evidence that leaders with Machiavellian traits demonstrate a calculated approach, balancing strategic goals with skepticism. Narcissistic traits are associated with over reliance on technological insights, while psychopathic traits emphasize rapid decision-making with minimal concern for ethical implications. This study will provide valuable insights into the psychological factors specifically dark triad traits shaping AI adoption in leadership and highlight the need for interventions to ensure ethical and effective AI utilization in education systems.

Social Science education as a vehicle for social justice/abolitionist teaching can be accomplished by infusing aspects of STEM disciplines with a focus on technology, mathematics, and scientific themes of cross-cutting concepts in middle grades and beyond to increase student mastery of social studies concepts, build learner efficacy, and broadens routes to STEM careers. Building in cross-curricular opportunities in the social science classroom makes history more equitable for young learners by engaging their desire for relevancy and social justice. By using a STEM protocol in lesson planning, teachers improve critical thinking opportunities for learners, while empowering them to connect their future career paths by problem solving through community based characteristics that increase access for girls, diverse learners, and those previously disengaged in STEM fields. This presentation focuses on exposing educators to a path for abolitionist teaching methods in the social sciences through a systematic approach to infusing STEM concepts in each learning activity which increases access to STEM understandings as well as historical learning.