Abstract : This study investigates the integration of Artificial Intelligence (AI) and Green AI in secondary education, specifically within Raebareli, Uttar Pradesh. Utilizing a sequential mixed-methods approach, the research combines quantitative survey data from students and teachers with qualitative insights from educators and school leaders. Quantitative techniques, including descriptive analysis, correlation, and regression, were employed to assess the relationship between AI integration, student engagement, and technological adaptability. Qualitative findings were analyzed to understand leadership practices, infrastructural challenges, and sustainability awareness.The results indicate that AI-supported learning positively influences students’ academic engagement and technological adaptability. However, disparities in digital infrastructure, irregular internet connectivity, and limited teacher training restrict effective implementation, particularly in resource-constrained schools. Two hypotheses guided the study: first, that AI integration has a significant relationship with students' academic engagement and technological adaptability; and second, that the availability of AI infrastructure is significantly related to the level of AI adoption in secondary schools. Furthermore, awareness of Green AI practices—defined as environmentally sustainable approaches to technology use—remains low, reflecting limited familiarity with energy-efficient computing in education.The study highlights that the mere presence of digital resources is insufficient for meaningful AI integration; success depends on strategic leadership, proper planning, and continuous skill development. School leaders play a key role in fostering innovation and bridging infrastructural gaps. By contributing to the discourse on secondary education in Uttar Pradesh, this research offers practical implications for policymakers and educational leaders to align AI adoption with long-term environmental and educational goals.