The purpose of the study was to examine the role of artificial intelligence (AI) in supporting gender mainstreaming activities in education setup and its implications for education policy. Vroom’s expectancy theory approach was adopted to evaluate the role of AI gender mainstreaming. The responses for the study and data analysis were made using a framework analysis approach where the interview questions were contextual, diagnostic, evaluative, and strategic. The findings of the study in the context of Vroom’s expectancy theory revealed how AI can contribute to academic goals, simplify the gender mainstreaming process, identify and eliminate gender disparities, and create an inclusive learning environment. The findings will help AI developers to incorporate gender mainstreaming applications and policymakers to design policies that promote inclusivity, fairness, and equality among genders.