Over the past few years, Large Language Models (LLMs) have attracted increasing attention from the scientific community for their transformative potential in numerous sectors, including education (Tayan et al. in Mach. Learn. Appl., 2024 [1]). In the educational context, the adoption of generative artificial intelligence (GenAI) tools is experiencing rapid acceleration, fostered by their ease of use and increasing integration into learning processes, among other factors. A growing body of empirical evidence has highlighted the positive effects of using GenAI on key variables such as academic performance, perception of self-efficacy, and student satisfaction (Al-Abdullatif in Educ. Sci. 13:1151, 2023 [2]; Labadze et al. in Int. J. Educ. Technol. High. Educ. 20:56, 2023 [3]; Deng and Yu in Sustainability 15:2940, 2023 [4]). However, the existing literature has only recently begun to consider the analysis of the organizational and educational transformations that derive from adopting this technology. The aim of this work is to foster the understanding of the organizational changes induced using GenAI in the education sector. To explain organizational change, we propose using the theoretical framework Diffusion of Innovation Theory (DIT) (Rogers in Diffusion of Innovations, Free Press, Tampa, FL, 2003 [5]).