Philosophically (Re)imagining Educational Leadership in the Age of Connectivity and 4IR : Shaping the Future of Education in a Hyperconnected World / edited by Doniwen Pietersen, Dean Langeveldt, Elson Davison Khambule.

Format:

Book

Contributor:

Pietersen, Doniwen, editor.

Langeveldt, Dean, editor.

Khambule, Elson Davison, editor.

Series:

Educational Leadership and Leaders in Contexts ; 10.

Educational Research E-Books Online, Collection 2026.

Educational Leadership and Leaders in Contexts ; 10

Educational Research E-Books Online, Collection 2026

Language:

English

Subjects (All):

Education.

Education, Higher.

Physical Description:

1 online resource (381 pages)

Edition:

1st ed.

Other Title:

Shaping the Future of Education in a Hyperconnected World

Place of Publication:

Leiden ; Boston : BRILL, 2026.

Language Note:

English

Summary:

This book provides a philosophical exploration of educational leadership for the Fourth Industrial Revolution (4IR). It challenges South African leaders to move beyond simply implementing new technologies like AI and other metadata points in educational leadership, urging more profound and ethical approaches to education, teaching, and learning, and research in education spaces. By integrating Western and non-Western frameworks like Ubuntu, it addresses systemic inequalities and diverse cultural needs. The aim of the book is also to highlight what equitable, compassionate leadership practices that navigate the complexities of innovation and humanity to build a forward-thinking education system for all look like. Contributors are: Olukayode Solomon Aboderin, Sibonelo Blose, Carlo Daniels, Thokozane Princess Dyosini, Raymond Nkwenti Fru, Claire Gaillard, Rob Graham, Loyiso Currell Jita, Thuthukile Jita, Jerome A. Kroetsch, Dean Collin Langeveldt, Moses Letsapa, Owen Madalambana, Mthokozisi Samuel Maseko, V. J. Maseko, Nancy Maynes, Malixole Mndwana, Halalisani Mngomezulu, Sindile Amina Ngubane, Buhle Stella Nhlumayo, Tolulope Ayodeji Olatoye, Adebayo Akinyinka Omoniyi, Josephine Oranga, Doniwen Pietersen, Sam Ramaila, Wendy Smidt, Masetshaba Agnes Tsosane, Cias Thapelo Tsotetsi, Lerato Elizabeth Tsotetsi, and Kathija Yassim.

Contents:

Intro

Contents

Foreword

Figures and Tables

Figures

Tables

Abbreviations

Notes on Contributors

1. Philosophically (Re)imagining Educational Leadership in the Age of Connectivity and 4IR

1 Introduction

2 Philosophy of Education: the Emergence of Critical Perspectives on Leadership Vis-à-Vis the Fourth Industrial Revolution and Digital Connectivity

3 Reimagined Perspectives on Educational Leadership in the Context of the Fourth Industrial Revolution and Digital Connectivity

4 Conclusion

References

2. A Social Justice Review of 4IR Digital Transformation by Educational Leaders in South African

2 Contextual Framework

2.1 Geographical Domain

2.2 Socio-economic Domain

2.3 Theoretical Domain

3 Analysing the Implications for Educational Leadership in Advancing Digital Literacy in Rural South African Schools: a Social Justice Perspective

3.1 Inclusion and Equity

3.2 High Expectations

3.3 Reciprocal Community Relations

3.4 Systems-Wide Approach

3.5 Direct Social Justice Education and Intervention

3. Rethinking Women-Led Educational Institutions through the Frames of TLT and Ubuntu in the 4IR Era

2 The Four Frames Informing the Thinking in This Chapter

3 Research Gap

3.1 Scandinavian and Other Global North Countries on Gender Equality Policies and Women's Absence from STEM Sciences: What Can We Learn from Them?

3.2 Women's Institutional Leadership and Management within the Education System in South Africa

3.3 Humanity at the Helm: Women and Ethical Leadership in the 4IR

4 Conclusion and Recommendations

4. Bridging the Digital Divide through Integrating Digital and African Leadership

2 Bridging the Digital Divide

3 Digital Leadership.

4 African Leadership (Ubuntu Perspective)

5 Methodology

6 African Digital Leader Narratives

6.1 Mr Mahlahlani, a South African Principal

6.2 Mr Adeoye, a Nigerian Principal

6.3 Mrs Moyo, a Zimbabwean Principal

6.4 Miss Gumbi, a Cameroonian Principal

7 Extracting Digital and African Leadership or Ubuntu Principles from the Narratives

8 African Digital Leadership Model

9 Conclusion

5. Bridging the Human-Technology Divide: an IDG Framework for 4IR Educational Leadership

1 Evolving Landscapes: the Necessity for 4IR-Ready Leadership

2 Bridging the Human-Technology Divide

3 Braving the Unknown: Key Players in Leading 4IR Education

3.1 Visionary Educational Leaders within Institutions

3.2 Progressive Policymakers and Government Bodies

3.3 Pioneering Educators Embracing 4IR

3.4 Tech Entrepreneurs and Ed-Tech Startups

3.5 Community Leaders and Civil Society Organizations

4 The Ethical Dimension

4.1 The South African Context

4.2 Ethical Considerations

4.2.1 Equity and Access

4.2.2 Responsibility and Ethical Consciousness

4.2.3 Moral Compass

4.3 Implementation

5 Conclusion and Recommendations

6. Holistic School Leadership in a 4IR Metaverse and IoT World: Using Techno-resilience

1.1 Change in the Metaverse

1.2 Background: the Need to Lead

2 An Evolving Conception of Academic Leadership in 4IR

3 Using a Conceptual Model of 4IR Metaverse Leadership

4 A Model for Holistic Leadership in the 4IR Era

5 Ecoliterate Leadership in the Metaverse

6 Techno-resiliency as a Basic Skill of Holistic Leadership in the 4IR Metaverse

7 Reimagining Connectedness in the Metaverse

8 Mandate to Be Great

9 Sharing and Caring in the Metaverse

10 Concluding Remarks

References.

7. Philosophical Perspectives of Leadership in the 4IR Rural Context

2 Problem Statement

3 Theoretical Framework

4 Methodology

5 Discussion

5.1 Marginalisation and Leadership in Rural School Communities in the 4IR Era

5.2 Relational Leadership for Technological Integration in the 4IR Era

5.3 Critical Pedagogy and Decolonial Approaches in 4IR Leadership

5.4 Social Justice and Leadership in the 4IR Era

5.5 Transformational Leadership for Rural Schools in the 4IR Era

6 Conclusion

8. Exploring Pre-service Teachers' Use of ChatGPT to Develop Critical Thinking Skills

1 Introductory Background

2 Statement of the Problem

3 Aim and Objective of Study

3.1 The Role of ChatGPT in Assisting Students with Writing and Learning

4 Literature Review

4.1 ChatGPT in Education: Overview of AI's Role in Teaching and Learning

4.2 Benefits of Using ChatGPT in Teaching and Learning

4.3 Concerns about the Use of ChatGPT in Teaching and Learning

4.4 Critical Thinking and Pre-service Teachers: Importance of Fostering Critical Thinking in Teacher Education

4.5 Critical Thinking Skills Indicators

4.5.1 Cognitive Indicators

4.5.2 Behavioural Indicators

4.5.3 Communication Indicators

5 Theoretical Framework

5.1 Differentiation as the Theoretical Framework

6 Methodology

6.1 Setting

6.2 Participants

6.3 Procedure

6.4 Analysis of Data

6.5 Trustworthiness

6.6 Ethical Considerations

7 Presentation and Analysis of Results

7.1 Opportunities for Students

7.1.1 ChatGPT Saves Time

7.1.2 Creating an Assessment Outline

7.1.3 Brainstorming Ideas

7.1.4 Offering Virtual Tutoring and Learning Remotely

7.2 Conversation with ChatGPT

7.3 Disadvantages

7.3.1 Laziness and Less Engagement with the Literature.

7.4 Pedagogical Implication of the Results

8 Contribution of This Study

9. Interconnectedness of Mathematics to Diverse Disciplines: a Sustainable Pathway

1.1 Study Background and Context

1.2 Problem Statement

1.3 Study Aim and Objectives

2 Literature Review

2.1 Overview of the 4IR

2.2 The Role of Mathematics in Technological Advancements

2.3 Interconnectedness of Mathematics with Diverse Disciplines

2.4 Challenges of Integrating Mathematical Concepts in the 4IR

2.5 Gaps in the Existing Literature

3.1 Systems Theory

3.2 Interdisciplinary Integration Theory

3.3 Relevance of Both Theories to the 4IR

4 Conceptual Framework

5.1 Data Collection Procedures

5.2 Literature Selection Process

5.3 Methods of Analyzing Data

6 Findings and Discussion

6.1 Interdisciplinary Applications of Mathematics

6.2 The Role of Cross-Disciplinary Mathematics in Advancing the 4IR

6.3 Case Studies of Mathematics in Diverse Disciplines

6.4 Strategies for Incorporating Mathematics into Various Fields

6.5 Advancing Mathematical Literacy for Sustainable Success

6.6 Sustainability Dimensions of Mathematical Literacy

6.7 Educational Reforms and Cross-Sector Collaboration

7 Implications of the Study for the 4IR

8 Conclusion

9 Potential Areas for Future Investigations

10. Educational Leadership at the Nexus of Artificial Intelligence (AI) Innovation

2 Statement of the Research Problem

3.1 Transformational Leadership Theory (TLT) and Its Application to Technologically Informed Environmental Pedagogy

3.1.1 Idealized Influence: Modeling Ethical and Visionary Integration

3.1.2 Inspirational Motivation: Crafting a Shared Vision of Technological Empowerment.

3.1.3 Intellectual Stimulation: Fostering Curriculum Innovation and Critical Inquiry

3.1.4 Individualized Consideration-Addressing Inequity in Access and Capacity

3.2 Strategic Implications of TLT for Environmental Education

4.1 Research Design

4.2 Data Collection Procedure

4.3 Data Analysis Procedure

4.4 Limitations of the Review Methodology

5 Literature Review

5.1 Transformational Educational Leadership in Reimagining Environmental Pedagogy through AI and Spatial Science in South Africa

5.2 Transformational Educational Leadership and Pedagogical Innovations for AI and Spatial Technology Adoption in Environmental Management Training

5.3 Contextualising Technological Transformation through Ubuntu and Freirean Pedagogy in South African Environmental Education

6.1 The Intersection of Educational Leadership, AI Innovation, and Spatial Science within South Africa's Environmental Sector as a Pivotal Frontier for Sustainable Development

7 Conclusion

8 Directions for Future Research

11. Digital Literacy in Early Childhood Education: Professional Development for the Fourth

2.1 Fourth Industrial Revolution (4IR) in Early Childhood Education

2.2 Digital Literacy in Early Childhood Education across Contexts

2.3 Sustainable Development Goal 4 and Early Childhood Education

2.4 Digital Professional Development for Fourth Industrial Revolution Readiness

2.5 Transformative Leadership in the 4IR Early Childhood Education Classroom

2.6 Reimagining the ECE Classroom as a 4IR Learning Environment

3 Methodology

4 Findings

4.1 Professional Development: Podcasts, Mentorship and Leadership

4.2 Ethical Leadership and Digital Equity

4.3 Digital Tools and Sustainable Development Goal 4.

4.4 Wisdom and Innovation: Philosophical Insights for Leading in the 4IR Classroom.

Notes:

Includes bibliographical references and index.

Description based on publisher supplied metadata and other sources.

Description based on print version record.

ISBN:

9789004759459

OCLC:

1585501959

Publisher Number:

10.1163/9789004759459 DOI