Objective:
The present study aimed to identify, categorize, and deeply analyze the challenges of strategic risk management in the adoption of artificial intelligence (AI) in schools. Given the rapid expansion of AI technologies in global education systems and the insufficient preparedness of schools to manage associated risks, this research is of undeniable importance. Considering Iran’s specific conditions—such as international sanctions, limited access to the global internet, and the absence of structured national policies on AI in education—the study seeks to incorporate local considerations while drawing on international experiences.
Method:
This study is a narrative review. Through searches in reputable international and domestic databases and by examining key sources published between 2023 and 2026, a total of 29 international studies, three Iranian research articles, and one policy document (The Fundamental Transformation Document of Education) were selected and analyzed.
Findings:
In-depth analysis of the sources led to the identification of six main categories of strategic risk management challenges:

Cognitive risks and performance paradox (17% reduction in learning due to unrestricted access, harmful cognitive offloading, metacognitive laziness, and epistemic risks)
Privacy and data security risks (24% increase in concerns among parents and school leaders, indirect cognitive exclusion)
Psychological risks and social isolation (23% increase in loneliness, 31% increase in feelings of disconnection, and 14% decrease in empathy)
Ethical risks and algorithmic bias (43% of studies referenced, aligned with EU AI Act classification)
Teacher role transformation and lack of professional training (90% of studies emphasize teacher development, 58% of teachers lack AI training)
Governance risks and lack of regulatory frameworks (only 20% of schools have formal policies, absence of national policy in 63% of cases)

Conclusion:
The adoption of artificial intelligence in schools without strategic risk management may lead to irreversible consequences for student learning. The Brookings Report (2026) warns that, under current trajectories, the risks of AI use in education may outweigh its benefits. In the Iranian context, sanctions and lack of access to global internet create additional challenges for schools and teachers. However, these limitations may also provide opportunities to design indigenous models aligned with Iranian-Islamic cultural values.
The Fundamental Transformation Document of Education, with its emphasis on “smart education systems” and “educational equity,” provides a suitable framework for AI policy-making in Iranian schools.