International Journal of Education, Leadership, Artificial Intelligence, Computing, Business, Life Sciences, and Society
"International Journal of Education, Leadership, Artificial Intelligence, Computing, Business, Life Sciences, and Society" is an academic journal dedicated to publishing high-quality, interdisciplinary research that explores the intersection of cutting-edge fields. Our mission is to provide a platform for innovative scholarship that addresses the most pressing challenges and opportunities in contemporary society. We welcome contributions from a diverse range of disciplines, including Education, Business, Life Science, Computer Science, Artificial Intelligence (AI), Nature, and Leadership.
Educational Leadership in the Era of Emerging AI Adoption: An Exploratory Study of Human - AI Collaboration in Higher Education
The rapid emergence of generative artificial intelligence (AI) is reshaping teaching, learning, and academic work, creating new opportunities and challenges for educational leadership. While recent studies have documented increasing AI adoption in higher education, existing evidence is largely derived from technologically advanced contexts and early adopters, offering limited insight into institutions where AI integration remains in its initial stages. Consequently, there is a need to better understand how emerging AI practices may influence future leadership strategies and human–AI collaboration in higher education. This exploratory study investigates the patterns of AI use among students and educators within an emerging adoption context. Drawing on survey data collected from 76 university students and 38 higher education educators from multiple institutions, the study examines the educational tasks supported by AI, perceived benefits and challenges, and expectations regarding the evolving role of AI in academic activities. Rather than measuring institutional AI maturity or leadership effectiveness, the study seeks to identify early signals of human–AI collaboration that may inform educational leadership in the context of gradual AI adoption. The findings indicate that AI is primarily employed to support routine educational activities, including information retrieval, content summarization, brainstorming, text improvement, lesson preparation, and administrative tasks. Both students and educators perceive AI predominantly as an augmentation tool that enhances productivity and facilitates learning rather than as a substitute for human expertise. However, concerns regarding academic integrity, critical thinking, overreliance on AI-generated content, digital competencies, and the absence of institutional policies remain significant barriers to broader adoption. These findings suggest that higher education institutions are currently experiencing an early phase of AI integration in which leadership priorities extend beyond technology implementation toward fostering responsible AI use, developing digital capabilities, and establishing governance mechanisms that support effective human–AI collaboration. The study contributes to the emerging literature on educational leadership by extending discussions of AI adoption beyond technologically mature environments and highlighting the importance of leadership preparedness during the early stages of organizational AI adoption. Rather than offering generalizable conclusions, the findings provide exploratory evidence that can support the development of future conceptual models and empirical research on educational leadership, human–AI collaboration, and institutional AI governance across diverse higher education contexts.
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Beyond Generative AI: Claude Agents and the Emergence of Human-AI Governance in Educational Leadership
The emergence of autonomous artificial intelligence agents represents a new phase in the evolution of generative artificial intelligence, extending AI capabilities beyond content generation toward autonomous reasoning, workflow orchestration, institutional coordination, and organizational decision support. Among these developments, Claude Agents exemplify a new generation of agentic AI systems capable of executing complex multi-step tasks, managing institutional information, and interacting continuously with human users across diverse educational environments. Although generative artificial intelligence has attracted substantial scholarly attention, research remains largely centered on pedagogical applications, while the governance and leadership implications of autonomous AI agents continue to be conceptually fragmented and insufficiently theorized. This paper develops an integrative conceptual framework that examines how Claude Agents may transform educational leadership, institutional governance, and strategic decision-making in schools and higher education institutions. Drawing upon interdisciplinary scholarship in educational leadership, organizational governance, socio-technical systems theory, organizational information processing theory, human-AI collaboration, and digital transformation, the study adopts a conceptual qualitative methodology based on an integrative literature review and theory-building approach. The analysis argues that Claude Agents should not be understood merely as intelligent assistants but as agentic organizational actors that increasingly participate in institutional information processing, policy implementation, strategic planning, administrative coordination, and evidence-informed decision-making. Their integration creates opportunities for more adaptive, transparent, and data-informed governance while simultaneously introducing new challenges related to accountability, explainability, algorithmic bias, professional autonomy, institutional legitimacy, and ethical oversight. Building on these insights, the paper proposes the Human-AI Governance Framework for Educational Leadership (HAGF), which conceptualizes leadership as a collaborative governance process in which human judgment and autonomous AI agents jointly contribute to organizational decision-making within clearly defined institutional, ethical, and regulatory boundaries. The study contributes to emerging debates on agentic artificial intelligence by extending existing theories of educational leadership beyond technology adoption toward a governance-oriented perspective that integrates organizational resilience, distributed intelligence, and responsible AI governance. Finally, the paper identifies a future research agenda focused on AI-enabled leadership, institutional trust, governance architectures, and the evolving relationship between educational leaders and autonomous intelligent agents.
Autonomous Agents and Agentic AI in Education: A Bibliometric Analysis of Thematic Evolution and Emerging Learning Ecosystems
Artificial intelligence has become an increasingly influential force in educational transformation, moving beyond automation and decision support toward systems capable of autonomous action, adaptation, and collaboration with human actors. The rapid emergence of agentic artificial intelligence and autonomous educational agents has generated a fragmented and rapidly expanding body of literature spanning educational technology, learning analytics, intelligent tutoring systems, human-computer interaction, and AI governance. Despite this growth, a comprehensive understanding of the intellectual foundations, thematic evolution, and emerging research frontiers of autonomous agents in education remains limited. This study presents a bibliometric analysis of research on autonomous agents in education published between 2020 and May 2027. Bibliographic records were retrieved from the Scopus database using a structured search strategy covering autonomous agents, agentic AI, intelligent agents, pedagogical agents, and AI tutors in educational contexts. The dataset was analysed using Biblioshiny and VOSviewer through a combination of performance analysis and science mapping techniques, including annual scientific production, country and source analyses, co-citation networks, keyword co-occurrence mapping, thematic evolution analysis, and trend topic identification. The findings reveal an accelerated growth trajectory after 2023, corresponding with the diffusion of generative AI and increasingly autonomous educational systems. Three major evolutionary phases are identified: technological experimentation, educational integration, and the emergence of agentic learning ecosystems. The intellectual structure of the field is anchored in intelligent tutoring systems, learning analytics, and human-computer interaction, while recent research increasingly concentrates on explainable AI, learner agency, human-AI collaboration, ethical governance, and multi-agent educational environments. The study proposes an evolutionary framework that conceptualises the transition from educational technologies to collaborative educational actors and identifies future research priorities related to human-AI co-learning systems, educational governance, autonomous assessment, and lifelong personalised learning ecosystems. By integrating bibliometric evidence with conceptual synthesis, this study contributes a comprehensive understanding of how autonomous agents are reshaping contemporary educational research and practice.
From ChatGPT to Claude: A Literature Review of Large Language Models in Education
The rapid diffusion of large language models has fundamentally altered discussions surrounding artificial intelligence in education and generated significant scholarly interest in their implications for teaching, learning, assessment, and institutional governance. Systems such as ChatGPT and Claude have moved generative artificial intelligence from experimental applications to mainstream educational practice, creating new opportunities and challenges for universities, educators, and policymakers. Despite the growing volume of research, the literature remains fragmented across technological, pedagogical, and organizational perspectives, limiting the development of integrated theoretical understandings of how large language models reshape educational systems. This study addresses this fragmentation through a structured integrative literature review based on systematic searches of major academic databases and a theory-driven synthesis of existing research. The review examines the evolution of scholarly work on large language models in education, identifies dominant themes, and explores the theoretical foundations that underpin current debates. The findings reveal a rapid transition from studies centered on technological capabilities toward broader concerns involving human-AI collaboration, educational leadership, institutional transformation, and AI governance. At the same time, significant gaps remain regarding long-term organizational implications, regulatory frameworks, and the development of sustainable models of human-machine collaboration in educational environments. The paper contributes to the literature by providing an integrative conceptual framework that connects fragmented research streams and proposes a future research agenda for the study of large language models in education. The analysis also offers practical insights for educational institutions seeking to navigate the opportunities and risks associated with generative artificial intelligence and highlights directions for future empirical and theoretical investigations.
Large Language Model Educational Transformation Framework
From ChatGPT to Autonomous Agents: A Systematic Literature Review and Bibliometric Analysis of Agentic Artificial Intelligence in Organizations
The rapid diffusion of generative artificial intelligence has altered the technological and organizational landscape, shifting scholarly and managerial attention from systems primarily designed to generate content toward increasingly autonomous systems capable of planning, reasoning, coordinating actions, and pursuing goals with limited human intervention. This transition has given rise to the concept of agentic artificial intelligence, a broad category encompassing autonomous agents, multi-agent systems, and emerging forms of AI-enabled organizational actors. Despite growing academic and practitioner interest, the literature remains fragmented across computer science, information systems, management, and organizational studies, with limited conceptual integration regarding the implications of agentic AI for organizational design, governance, and leadership. This study addresses this fragmentation through a systematic literature review and bibliometric analysis of the emerging research domain of agentic artificial intelligence in organizations. Following PRISMA guidelines, the study employs a structured search strategy using the Scopus and Web of Science databases and applies performance analysis and science-mapping techniques through Bibliometrix and VOSviewer. The analysis identifies the principal intellectual foundations of the field, the most influential authors, journals, and countries, and the thematic trajectories that have shaped scholarly discussions from early research on autonomous agents and multi-agent systems to contemporary debates on AI governance and organizational transformation. The findings reveal a significant shift from technical investigations of autonomous systems toward questions concerning organizational decision-making, human-agent collaboration, governance mechanisms, and the strategic implications of increasingly autonomous AI systems. Six major research themes emerge from the literature: autonomous decision-making systems, multi-agent collaboration, agentic AI governance, human-agent interaction, organizational transformation and leadership, and ethical and societal risks. Building on these findings, the article develops an Agentic AI Organizational Transformation Framework that conceptualizes agentic AI as a dynamic organizational capability whose outcomes depend on governance arrangements, organizational readiness, and institutional trust. The study contributes to the literature in three ways. First, it provides the first integrative mapping of agentic artificial intelligence research from an organizational perspective. Second, it advances a conceptual framework linking agentic AI capabilities to organizational outcomes and governance mechanisms. Third, it develops a future research agenda aimed at supporting empirical investigations of autonomous AI systems in complex organizational environments. The article concludes that agentic artificial intelligence should not be viewed merely as an incremental extension of generative AI but rather as a potentially transformative organizational phenomenon that may redefine decision-making processes, leadership practices, and the boundaries between human and artificial agency.
Toward a Theory of Collaborative Intelligence: Educating Future Professionals for Human-AI Workplaces
The accelerating integration of artificial intelligence into professional environments is reshaping organizational structures, work processes, and the competencies required for long-term employability. Future professionals will increasingly operate within socio-technical systems in which intelligent technologies actively participate in decision-making, knowledge creation, and problem-solving activities. This transformation challenges traditional educational paradigms that continue to emphasize disciplinary specialization and technical proficiency while paying comparatively less attention to human-machine collaboration and the distributed nature of intelligence in contemporary organizations. This paper develops a conceptual framework for collaborative intelligence, defined as the capacity of individuals and organizations to effectively coordinate human judgment and artificial intelligence while preserving critical thinking, ethical responsibility, and adaptive learning capabilities. Adopting an interpretivist and systems-oriented perspective, the study synthesizes literature from artificial intelligence in education, organizational learning, future skills research, and socio-technical systems theory to examine how higher education can prepare graduates for increasingly intelligent workplaces. The analysis suggests that collaborative intelligence should be understood not as a purely technological competency but as an emergent capability arising from the interaction between cognitive flexibility, interdisciplinary knowledge, ethical reasoning, and human-centered technological design. The paper argues that universities need to move beyond narrow approaches to digital literacy and instead cultivate capacities that enable graduates to work productively alongside intelligent systems in conditions characterized by uncertainty, complexity, and continuous technological change. The study contributes to current debates by proposing a theoretical model that connects educational transformation with organizational adaptability and provides a foundation for future empirical investigations of human-AI collaboration in professional settings.
Rethinking Higher Education in the Age of Artificial Intelligence: Educating for Post-Human Organizations
Artificial intelligence is transforming organizational structures and challenging traditional assumptions regarding work, knowledge, and human capabilities. As organizations increasingly integrate intelligent systems into their operations, higher education institutions face growing pressure to prepare graduates for post-human organizational environments characterized by human-machine collaboration and continuous technological adaptation. This paper explores the implications of artificial intelligence for higher education and examines the competencies required for successful participation in post-human organizations. The study develops a conceptual framework that integrates educational transformation with emerging theories of organizational change and technological evolution. The findings indicate that future educational models should emphasize interdisciplinary learning, adaptability, ethical reasoning, and systems thinking. The paper contributes to discussions on the future of higher education by proposing strategies for preparing graduates to navigate increasingly complex and technologically mediated organizational environments.
Emotional Artificial Intelligence in Educational and Organizational Systems: Opportunities, Risks, and Ethical Challenges
Recent advances in artificial intelligence have accelerated the development of systems capable of detecting, interpreting, and responding to human emotions through facial expressions, vocal patterns, physiological signals, and behavioral data. These developments have stimulated growing interest in the use of emotional artificial intelligence across organizational and educational settings, where emotion-aware technologies are increasingly employed to support recruitment, employee management, learner engagement, customer interactions, and decision-making processes. Although these technologies promise greater personalization, improved communication, and more responsive institutional environments, they simultaneously introduce significant ethical, governance, and societal challenges. This paper examines emotional artificial intelligence as an institutional and governance phenomenon rather than as a purely technological innovation. Drawing on interdisciplinary scholarship from management studies, organizational ethics, educational governance, and information systems, the study develops a conceptual framework for understanding how emotion-aware technologies reshape relationships between individuals and institutions. The analysis suggests that emotional AI may strengthen organizational responsiveness and support well-being initiatives when implemented within transparent and accountable governance structures. At the same time, the collection and interpretation of emotional data generate concerns regarding surveillance, emotional privacy, algorithmic bias, manipulation, and the redistribution of decision-making authority from human actors to automated systems. Adopting an interpretivist and systems-oriented perspective, the paper proposes a governance framework that conceptualizes responsible emotional AI as a socio-technical system requiring ethical oversight, institutional accountability, and continuous human judgment. The study argues that the central challenge facing organizations and educational institutions is not whether emotional AI should be adopted, but under what conditions such technologies can remain compatible with human dignity, individual autonomy, and democratic values. By positioning emotional AI within broader debates concerning governance and institutional legitimacy, the paper contributes to the emerging literature on responsible artificial intelligence and provides a conceptual foundation for future empirical and comparative research.
Adaptive Artificial Intelligence – Supported Formative Feedback and The Development of Self-Regulated Learning in Undergraduate Education
The increasing integration of artificial intelligence into higher education has created new opportunities for supporting student learning through personalized and data-driven feedback mechanisms. Among these innovations, artificial intelligence-supported formative assessment systems have attracted growing attention due to their potential to provide immediate, individualized, and continuous feedback that encourages students to take a more active role in managing their learning processes. Despite the growing adoption of these technologies, empirical evidence regarding their influence on learner self-regulation remains limited, particularly in large undergraduate learning environments. This study examines the impact of adaptive artificial intelligence-supported formative feedback on the development of self-regulated learning behaviors among undergraduate students. In this research, artificial intelligence refers to computational systems capable of analyzing learner performance and engagement data to generate personalized feedback, recommend learning activities, and visualize progress toward learning objectives. Such systems are designed not only to support academic performance but also to foster students' abilities to monitor, evaluate, and regulate their own learning processes. The study employs a quasi-experimental research design involving 638 undergraduate students enrolled in introductory business and social sciences courses at a large public university. Participants were divided into two groups. The control group received traditional instructor-provided formative feedback, whereas the experimental group used an AI-supported formative assessment platform integrated into the institutional learning management system. The platform delivered adaptive feedback messages, progress indicators, and personalized recommendations intended to support students' self-monitoring and strategic learning behaviors. The findings indicate statistically significant improvements in several dimensions of self-regulated learning among students who used the AI-supported formative assessment system. In particular, students demonstrated stronger capacities for goal setting, monitoring their learning progress, and adapting study strategies in response to feedback. Qualitative reflections further suggest that personalized and timely feedback enhanced learners' sense of autonomy and increased their confidence in managing academic tasks independently. At the same time, the study identifies potential challenges associated with AI-supported formative assessment. A proportion of students reported a tendency to rely excessively on automated recommendations, occasionally reducing opportunities for independent reflection and self-evaluation. These findings suggest that while artificial intelligence can effectively support self-regulated learning, its implementation should be accompanied by pedagogical strategies that preserve student agency and encourage critical engagement with feedback. The paper concludes by proposing design principles for AI-supported formative assessment systems that integrate technological efficiency with reflective learning practices and instructor guidance. Such an approach may contribute to the development of autonomous, self-regulated learners capable of navigating increasingly digital and technology-rich higher education environments.
The Future of Leadership in Intelligent Organizations: Human Judgment and Machine Intelligence
The increasing integration of artificial intelligence into organizational processes is transforming the nature of leadership and managerial decision-making. While intelligent systems provide unprecedented analytical capabilities, they also challenge traditional assumptions regarding human authority, accountability, and strategic judgment. This paper explores the emerging concept of leadership in intelligent organizations and examines how leaders balance human judgment with machine-generated insights. Building upon leadership theory and digital transformation literature, the study proposes a conceptual framework in which leadership effectiveness depends on the ability to integrate technological capabilities with ethical reasoning, emotional intelligence, and organizational learning. The paper argues that future leaders will increasingly function as orchestrators of human-machine collaboration rather than solely as decision-makers. The findings contribute to the growing literature on intelligent organizations by highlighting the competencies required to navigate complex technological environments and by proposing a new perspective on leadership in the age of artificial intelligence.
From Transformational Leadership to Intelligent Leadership: How Leadership Styles Shape Organizational Performance in AI-Driven Organizations
Artificial intelligence is changing the nature of leadership and creating new managerial challenges related to decision-making, organizational learning, and employee engagement. In response to these transformations, the concept of intelligent leadership has emerged, emphasizing leaders' ability to combine human judgment, ethical considerations, and data-driven insights generated by intelligent systems. This paper explores the relationship between traditional leadership styles and organizational performance in AI-driven organizations and investigates the transition from transformational leadership toward intelligent leadership practices. The study develops a conceptual framework that integrates leadership theory with digital transformation and proposes that intelligent leadership capabilities mediate the relationship between leadership styles and organizational performance. The research adopts a quantitative approach based on survey data from organizations undergoing digital transformation and employs multivariate statistical techniques to test the proposed model. The anticipated findings indicate that leaders who effectively combine human values with intelligent technologies achieve higher levels of organizational adaptability, innovation, and performance. The paper contributes to both leadership and management literature by introducing intelligent leadership as a strategic capability for organizations operating in increasingly complex technological environments and by providing recommendations for managers navigating the transition toward AI-enabled organizational ecosystems.
Leadership in the age of generative AI: the impact of human-centric leadership styles on organizational performance
The rapid adoption of generative artificial intelligence technologies is transforming managerial practices and redefining organizational capabilities. While intelligent systems increasingly support decision-making, innovation, and communication processes, the role of leadership remains essential in ensuring that technological progress contributes positively to organizational performance and employee well-being. This paper examines the influence of human-centric leadership styles on organizational performance in environments characterized by the extensive use of generative AI technologies. Drawing on transformational leadership, servant leadership, and authentic leadership theories, the study proposes a research model that investigates how leaders can foster trust, collaboration, and innovation while integrating AI into organizational processes. Using a quantitative methodology and survey-based data collected from managers and employees, the study intends to identify the leadership practices that most effectively leverage generative AI capabilities without compromising human values. The expected results suggest that human-centric leadership enhances organizational performance by increasing employee engagement, adaptability, and knowledge-sharing behaviors, particularly in digitally transformed organizations. The study contributes to the growing debate regarding the future of work and offers managerial insights into building sustainable and ethically responsible organizations in the age of generative AI.
Academic connectivity in the Online Era: Unraveling Social Media Engagement patterns among leading Global Universities
Purpose: This study examines how top-ranked global universities, based on the QS World University Rankings, engage with audiences across major social media platforms to strengthen their digital presence and interaction. Design/Methodology: The study adopts a content analysis approach to examine the social media activity of selected universities across multiple platforms, including YouTube, Facebook, LinkedIn, Instagram, and X. Social media analytics tools such as Social Blade and Phlanx were used to collect engagement data. Metrics including likes, comments, shares, and follower interactions were analyzed to evaluate the level of audience engagement across these platforms. Findings: The results indicate notable differences in engagement levels among the platforms. Facebook recorded the highest engagement rates among the analyzed platforms, while X showed comparatively lower interaction levels. The findings also reveal that no single university consistently achieved the highest engagement across all platforms. Instead, universities demonstrated varying strengths depending on the platform used, suggesting that each platform offers different opportunities and challenges for institutional communication and outreach. Practical Implications: The study highlights the importance of adopting platform-specific strategies for social media engagement in higher education. Universities can enhance their online presence by tailoring content and communication approaches according to the characteristics and audience behavior of each platform. Social Implications: Effective use of social media platforms can improve communication between universities and their stakeholders, including students, researchers, alumni, and the wider public. This can contribute to greater visibility, accessibility, and engagement within the global academic community. Originality/Value: This study contributes to the understanding of digital engagement strategies in higher education by providing a comparative overview of how globally ranked universities utilize multiple social media platforms. It offers insights that may help academic institutions refine their social media strategies to enhance institutional visibility and audience interaction in an increasingly digital academic environment.
Leadership in Remote Work (2020–2027): A Bibliometrics Analysis of Keyword Networks, Thematic Evolution, and Emerging Research Frontiers
The rapid expansion of remote and hybrid work following the COVID-19 pandemic has substantially transformed leadership research across organizational studies, management, digital transformation, and employee wellbeing scholarship. What initially emerged as a crisis-driven managerial concern centered on virtual coordination and communication has progressively evolved into a broader interdisciplinary field addressing hybrid leadership, psychological safety, digital trust, AI-supported management, employee experience, and algorithmic coordination within technologically mediated workplaces. Despite the growing volume of publications on leadership in remote work environments, the intellectual structure and thematic evolution of this emerging field remain insufficiently synthesized. This study develops a bibliometric analysis of leadership in remote work research between 2020 and May 2027 using Scopus-indexed publications retrieved through a structured search strategy combining leadership-related and remote-work-related terms. Articles, reviews, and conference papers were analyzed using VOSviewer and Biblioshiny (RStudio) in order to examine annual scientific production, co-occurrence keyword networks, co-citation structures, thematic evolution, and emerging conceptual clusters. A total of 2,356 documents from 684 publication sources were included in the analysis. Rather than limiting the study to descriptive bibliometric indicators, the paper adopts an interpretative perspective attentive to conceptual shifts and emerging research frontiers within digitally mediated organizational ecosystems. The findings reveal three interconnected developmental phases. The first phase (2020–2021) was dominated by crisis-response leadership focused on communication, productivity, virtual teams, and work-life balance during pandemic disruption. The second phase (2022–2023) reflected consolidation around hybrid work, employee wellbeing, trust, psychological safety, and organizational resilience. The most recent phase (2024–2027) demonstrates increasing thematic expansion toward AI leadership, inclusive leadership, algorithmic management, digital ethics, sustainability, and employee experience. Co-occurrence network analysis further indicates a gradual transition from operational leadership concerns toward more human-centered and socio-technical governance frameworks. The study argues that leadership in remote work should no longer be interpreted merely as a temporary post-pandemic adaptation. Instead, the field increasingly reflects broader transformations affecting organizational authority, workplace identity, digital governance, and technologically mediated labor systems. By mapping the intellectual evolution of leadership in remote work research, the paper contributes to emerging debates concerning hybrid organizational governance, digital leadership, AI-mediated management, and the future of work.
Rethinking European Leadership in an Era of Geopolitical Fragmentation and Strategic Uncertainty: Toward a Post-Hegemonic Model of Strategic Coordination
The contemporary international order is increasingly characterized by geopolitical fragmentation, strategic instability, transactional diplomacy, economic securitization, and the gradual erosion of post-Cold War assumptions regarding liberal global governance. Within this unstable environment, the European Union faces mounting pressure to redefine its geopolitical role amid war in Ukraine, energy insecurity, technological competition, democratic polarization, and weakening predictability within transatlantic relations. Simultaneously, emerging geopolitical tensions surrounding Iran and the broader Middle East continue to generate fears of renewed energy crises, while discussions concerning territorial influence, Arctic security, Greenland, strategic resources, and expanding great-power competition further intensify Europe’s strategic vulnerabilities. This paper argues that Europe’s contemporary geopolitical condition reflects not only structural dependency, but also a deeper crisis of leadership capacity under conditions of permanent uncertainty and fragmented sovereignty. Drawing upon interdisciplinary perspectives from geopolitics, leadership studies, international relations, political economy, and strategic governance, the study develops the concept of “post-hegemonic leadership” as an emerging framework for understanding Europe’s evolving geopolitical role. Unlike classical hegemonic models based upon military dominance, territorial expansion, or unilateral strategic control, post-hegemonic leadership refers to forms of coordination, influence, resilience, and institutional mediation exercised without full sovereignty or overwhelming geopolitical supremacy. The paper argues that Europe increasingly operates through negotiated influence, regulatory power, coalition-building, economic coordination, and crisis management rather than traditional hard-power hegemony. The analysis examines how the Russian invasion of Ukraine transformed European security consciousness, accelerated defense integration debates, exposed military dependence on the United States, and intensified tensions between strategic autonomy and transatlantic reliance. At the same time, instability surrounding Iran and global energy markets revealed the continuing fragility of European energy security and the geopolitical risks associated with external resource dependency. The study further explores how discussions regarding Greenland, Arctic geopolitics, rare earth resources, and territorial influence illustrate the return of strategic competition over geography, resources, and infrastructure in the twenty-first century. These developments challenge Europe’s traditional preference for multilateralism, normative governance, and economic interdependence. The paper also addresses the internal dimension of geopolitical fragmentation by analyzing democratic fatigue, populist expansion, institutional distrust, and societal exhaustion generated by overlapping crises including inflation, ecological transition, migration pressures, technological disruption, and prolonged war anxiety. The findings suggest that Europe increasingly governs through continuous emergency adaptation rather than stable long-term strategic planning. Leadership therefore becomes less associated with domination and more connected to managing complexity, uncertainty, legitimacy, and strategic coordination within highly unstable environments. Ultimately, the study argues that Europe’s future geopolitical relevance may depend not on becoming a traditional superpower, but on developing credible forms of post-hegemonic leadership capable of combining democratic resilience, technological sovereignty, strategic flexibility, institutional legitimacy, and cooperative governance under conditions of systemic fragmentation. The paper contributes to emerging debates concerning the transformation of global leadership, the future of European integration, and the reconfiguration of international order in an age increasingly shaped by geopolitical drift and transactional power politics.
Europe Between Strategic Autonomy and Systemic Vulnerability: Geopolitical Drift in the Age of Transactional Power
The contemporary international system is increasingly characterized by geopolitical fragmentation, transactional diplomacy, strategic competition, and the gradual erosion of the liberal rules-based order that shaped post-Cold War global governance. Within this unstable context, the European Union faces mounting pressure to redefine its geopolitical role while simultaneously confronting structural vulnerabilities related to security dependence, economic competitiveness, energy instability, technological dependency, democratic polarization, and social fragmentation. This paper examines the emerging tension between Europe’s ambition for strategic autonomy and its persistent systemic vulnerabilities in an era increasingly dominated by transactional power politics, shifting alliances, and multipolar geopolitical uncertainty. The study explores how the transformation of American foreign policy, the rise of China as a global systemic competitor, Russia’s geopolitical revisionism, and the growing influence of flexible “coalitions of the willing” challenge Europe’s traditional security architecture and economic model. Particular attention is given to the contradictions embedded within the European project itself: the simultaneous pursuit of military rearmament, green economic transition, social cohesion, democratic stability, and fiscal sustainability. The analysis argues that Europe is entering a period of strategic overstretch in which competing political, economic, and security priorities become increasingly difficult to reconcile. Drawing upon interdisciplinary perspectives from geopolitics, international relations, political economy, European studies, and strategic governance, the paper investigates how transactional leadership models, protectionist economic tendencies, technological rivalry, and democratic fatigue contribute to a broader process of geopolitical drift. The study further examines the rise of populist and far-right movements across Europe as both a symptom and consequence of prolonged insecurity, economic anxiety, and declining trust in institutional governance. In this context, strategic autonomy emerges not as a fully achievable geopolitical condition, but as a contested and evolving process shaped by external dependencies and internal fragmentation. The paper argues that the future of Europe will likely depend less on restoring previous models of global stability and more on its capacity to adapt to a fluid geopolitical environment characterized by temporary alliances, hybrid economic-security arrangements, technological competition, and permanent crisis management. Ultimately, the study contributes to current debates regarding the future of European integration, global governance, democratic resilience, and the transformation of international order in the age of transactional power.
How TikTok Pedagogy and YouTube Shorts Are Transforming Student Engagement, Conceptual Learning, and Educational Motivation in Hybrid Learning Ecosystems?
The rapid expansion of short-form video platforms has significantly transformed contemporary educational practices, particularly among Generation Z learners whose digital behaviors increasingly reflect platform attention cultures and mobile-first learning habits. While TikTok and YouTube Shorts are often criticized for contributing to fragmented attention and superficial information consumption, emerging evidence suggests that these platforms may also function as powerful pedagogical tools when strategically integrated into hybrid learning ecosystems. This study examines how TikTok Pedagogy and YouTube Shorts Learning influence student engagement, conceptual understanding, academic motivation, and educational performance within digitally mediated educational environments. The research adopts a mixed-methods quasi-experimental design involving two groups of secondary school and university students participating in AI-supported hybrid learning environments. The experimental group utilized TikTok and YouTube Shorts for introductory conceptual explanations, microlearning activities, interactive quizzes, and rapid revision exercises, while complete and detailed instructional content was delivered through longer YouTube educational videos and traditional classroom teaching. The control group followed conventional instructional methods without structured integration of short-form educational media. Quantitative analysis examined engagement metrics, grade progression, participation rates, retention scores, and motivational indicators, while qualitative interviews explored students’ perceptions regarding accessibility, concentration, emotional engagement, and learning autonomy. The findings indicate that short-form educational videos significantly increased classroom participation, conceptual accessibility, peer interaction, and intrinsic motivation to explore additional educational content independently. Students exposed to TikTok and YouTube Shorts demonstrated improved engagement, stronger conceptual recall, greater willingness to revisit difficult topics, and higher levels of educational curiosity compared to students within traditional instructional environments. Importantly, the study suggests that short-form educational content does not necessarily replace deep learning, but may instead function as a cognitive gateway directing learners toward more detailed educational exploration through longer YouTube lectures and extended learning resources. The integration of quizzes, interactive prompts, visual storytelling, and AI-supported personalization further contributed to sustained educational participation and reduced learning anxiety. The study also highlights broader implications concerning the transformation of educational authority in the digital era. Teachers increasingly operate not only as lecturers, but as curators, facilitators, and digital content creators navigating algorithm-driven learning ecosystems where educational visibility, accessibility, and engagement become central pedagogical factors. Ultimately, the paper argues that effective digital pedagogy requires balancing microlearning stimulation with opportunities for reflective, detailed, and conceptually sustained learning experiences. The research contributes to contemporary debates surrounding educational innovation, digital attention cultures, AI-supported pedagogy, and the evolving relationship between social media platforms and formal education.
From TikTok Attention Spans to Virtual Campuses: How AI, Microlearning, and Emotional Intelligence Are Reshaping Education
The rapid digitalization of education has fundamentally transformed the ways students engage with knowledge, interact with learning environments, and develop cognitive and socio-emotional competencies. Contemporary learners, particularly Generation Z and emerging Generation Alpha cohorts, increasingly navigate educational experiences shaped by short-form digital content, algorithmic personalization, mobile microlearning, and immersive virtual platforms. Within this evolving landscape, educational institutions face growing pressure to reconcile declining attention spans and fragmented digital behaviors with the need for meaningful, inclusive, and human-centered learning experiences. This paper explores how artificial intelligence, microlearning strategies, emotional intelligence frameworks, and virtual campus ecosystems are collectively reshaping contemporary education. Drawing upon interdisciplinary perspectives from educational technology, digital pedagogy, psychology, and organizational learning, the study examines the opportunities and tensions associated with AI-driven educational agents, personalized learning systems, virtual collaboration environments, and mobile-first instructional models. Particular attention is given to the role of emotional intelligence and adaptive learning technologies in sustaining motivation, engagement, and social-emotional competencies within digitally mediated learning environments. The analysis also addresses emerging concerns related to cognitive overload, digital distraction, algorithmic dependency, accessibility inequalities, and the erosion of deep reading and reflective learning practices. The paper argues that the future of education depends not solely on technological innovation, but on the development of balanced learning ecosystems capable of integrating personalization, emotional connection, accessibility, and critical thinking. Ultimately, the study contributes to contemporary debates regarding the transformation of education in the age of artificial intelligence, virtual learning spaces, and accelerated digital culture.
Rethinking Human-Centered Organizations: The Role of Spirituality, Religion, and Professional Values in Contemporary Work Environments
Contemporary organizational environments are increasingly shaped by technological acceleration, performance pressures, and digitally mediated work practices that often intensify fragmentation, stress, and the erosion of human connection. Within this context, workplace spirituality and religion emerge as significant dimensions in understanding employees’ search for meaning, ethical grounding, authenticity, and existential connectedness in professional life. This study rethinks workplace spirituality and religion as interconnected yet distinct constructs that contribute to the development of human-centered organizational cultures grounded in value congruence, trust, compassion, and meaningful work. Drawing upon contemporary debates in organizational behavior, leadership, wellbeing, and digital transformation, the paper explores employees’ perceptions regarding the relationship between spirituality, religious values, organizational culture, and professional fulfillment. Particular attention is given to how employees interpret meaningful work, alignment between personal and organizational values, and the role of spirituality in reducing stress, strengthening collaboration, and fostering loyalty and engagement within contemporary workplaces. The study argues that employees increasingly aspire not only to financial compensation, but also to environments that support psychological wellbeing, ethical coherence, and a deeper sense of purpose. Furthermore, the paper contributes to the scientific literature by proposing a renewed analytical perspective on workplace spirituality as an integral component of organizational culture within technologically accelerated societies. It also advances future research directions concerning the evolving relationship between fundamental human values, spirituality, religion, and human-centered organizational transformation in the digital era.
From AI-Driven Creativity to Sustainable and Inclusive Education: Interdisciplinary Approaches to Technology, Diversity, and Lifelong Learning in the Digital Era
The rapid expansion of artificial intelligence and emerging digital technologies has transformed contemporary understandings of creativity, education, and social inclusion. Educational institutions increasingly confront the challenge of integrating technological innovation while simultaneously preserving diversity, accessibility, and human-centered learning practices. This paper examines the intersection between AI-driven creativity, sustainable education, and inclusive learning ecosystems within the broader context of digital transformation. Drawing on interdisciplinary perspectives from educational technology, creative studies, sustainability research, and lifelong learning theory, the study explores how AI-supported systems influence pedagogical innovation, artistic expression, collaborative learning, and competence development across diverse educational settings. Particular attention is given to the role of emerging technologies in supporting inclusive educational participation, reducing barriers to learning, and promoting adaptive lifelong learning environments. The analysis also addresses ethical concerns related to digital inequality, technological dependency, and the evolving relationship between human creativity and algorithmic systems. The paper argues that sustainable educational transformation requires balancing technological advancement with social responsibility, diversity, and equitable access to knowledge. Ultimately, the study contributes to current debates regarding the future of education in digitally mediated societies by proposing a human-centered framework for integrating creativity, sustainability, and intelligent technologies.
Generation Z, Digital Transformation, and Workforce Integration: Rethinking Education, Collaboration, and Competency Development in Contemporary Learning Ecosystems
The emergence of Generation Z within educational institutions and labor markets has intensified the need to rethink traditional models of learning, collaboration, and workforce preparation. Simultaneously, digital transformation processes continue to redefine organizational structures, communication practices, and competency expectations across multiple sectors. This paper investigates the relationship between Generation Z learning behaviors, digital educational environments, and workforce integration challenges within contemporary hybrid ecosystems. The study explores how digitally native students and early-career professionals navigate technologically mediated collaboration, adaptive learning systems, and evolving organizational cultures. Emphasis is placed on competency development, workplace learning, interdisciplinary collaboration, and the role of educational institutions in preparing future professionals for uncertain and rapidly changing labor markets. The analysis further examines how hybrid educational models and technology-enhanced training strategies influence motivation, engagement, and employability outcomes among Generation Z learners. The findings suggest that effective workforce integration increasingly depends on the alignment between digital competencies, collaborative intelligence, and flexible educational structures capable of supporting lifelong learning and organizational adaptability. The paper contributes to interdisciplinary discussions concerning the future of education, workforce transformation, and digitally mediated professional ecosystems.
Artificial Intelligence, Hybrid Learning, and Global Competence Development: Emerging Educational Paradigms for Inclusive and Sustainable Higher Education
The accelerated integration of artificial intelligence and hybrid learning models is reshaping the landscape of higher education, generating new opportunities and challenges for inclusive and sustainable academic development. Contemporary universities increasingly operate within digitally mediated ecosystems where technological innovation intersects with global competence formation, interdisciplinary collaboration, and adaptive pedagogical strategies. This study explores how AI-supported educational environments and hybrid learning frameworks contribute to the development of global competencies, inclusivity, and sustainability-oriented educational practices. Drawing on interdisciplinary perspectives from digital pedagogy, educational leadership, and internationalization studies, the paper examines the role of emerging technologies in fostering collaborative learning, intercultural engagement, and personalized educational experiences. Particular attention is given to the tensions between technological acceleration and the preservation of human-centered educational values. The analysis suggests that sustainable higher education requires more than technological implementation alone; it depends on institutional adaptability, ethical governance, digital inclusion, and the development of globally connected learning ecosystems. The study contributes to current debates on the future of higher education by proposing a conceptual framework that integrates AI-driven innovation with inclusive and competence-based educational transformation.
PREVENTIVE HEALTH EDUCATION IN SECONDARY SCHOOLS: A MULTIDISCIPLINARY APPROACH TO WELL-BEING
The imperative to embed preventive health education within secondary school curricula emerges as a critical vector for fostering holistic well-being and societal resilience in an era marked by escalating global health challenges and burgeoning psychosocial complexities among adolescents. This article undertakes a rigorous, multidisciplinary inquiry into the theoretical underpinnings, pedagogical modalities, and empirical outcomes of preventive health education as a transformative strategy to enhance adolescents' health literacy, resilience, and proactive health behaviours. Situated at the intersection of public health, educational sciences, psychology, and social policy, the research delineates a comprehensive framework for integrating multifaceted health promotion within secondary education, emphasising the synergy of cognitive, emotional, and social dimensions. The study critically addresses the global and Romanian educational contexts, with particular reference to evidence-based initiatives and systemic challenges observed within Romanian secondary schools. The article elucidates the complex dynamics and contextual contingencies that shape the efficacy of preventive health education interventions through a mixed-methods approach, which includes a meta-analytical review of existing literature and qualitative field research involving educators, healthcare professionals, and student cohorts. Findings point out the importance of a multidisciplinary approach that transcends traditional didactic paradigms, advocating for an integrative pedagogy that harnesses collaborative frameworks between educational institutions, healthcare entities, and community stakeholders. The data reveal significant improvements in students’ health-related knowledge, behavioural intentions, and psychosocial competencies, facilitated by curricula that incorporate mental health awareness, nutrition, physical activity, substance abuse prevention, and digital well-being. The study shows how important it is to train teachers, adapt content to be culturally relevant, and use new digital tools to address common issues like stigma, misinformation, and lack of interest. The research puts forward a model that shows how educational theory and public health needs are connected, suggesting a flexible plan for including preventive health education in national education policies. This model aligns with global Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education), affirming the indispensable role of education in advancing public health agendas and equity. This article contributes substantively to the scholarly discourse by illuminating preventive health education as a fulcrum for cultivating resilient, health-literate youth populations capable of navigating contemporary health risks and fostering lifelong well-being. It offers robust, empirically grounded recommendations for policymakers, curriculum developers, and educators to design, implement, and sustain multidimensional health education programs that respond dynamically to evolving epidemiological and sociocultural landscapes. In summ, the study not only bridges critical gaps in the literature but also articulates a visionary paradigm for secondary education reform, one that integrates preventive health education as an essential pillar of adolescent development and societal well-being in the 21st century.
ALGORITHMIC GOVERNANCE IN EDUCATION: A BIBLIOMETRIC AND CRITICAL ANALYSIS OF ARTIFICIAL INTELLIGENCE INTEGRATION IN TEACHING AND LEARNING SYSTEMS
The rapid integration of Artificial Intelligence (AI) in education has significantly reshaped teaching, learning, and institutional governance. This study provides a bibliometric and critical analysis of research on algorithmic governance in education, focusing on publications indexed between 2015 and 2025. Drawing on a systematic review of peer-reviewed literature, the paper identifies key thematic clusters, emerging trends, and critical gaps. The methodological approach combines bibliometric mapping techniques with qualitative thematic analysis, enabling both quantitative identification of research patterns and in-depth conceptual interpretation. Specifically, the study examines publication dynamics, citation structures, thematic clustering, and geographical distribution of research outputs. The results indicate a sharp increase in scientific production after 2020, with a growth rate exceeding 50% in certain years, alongside a shift toward ethical and governance-related concerns. Learning analytics and AI-driven personalization emerge as the most cited domains, while algorithmic bias and transparency represent the fastest-growing areas of critical inquiry. The study advances the literature by proposing an integrative governance-oriented framework that connects technological innovation with ethical accountability and institutional decision-making. In practical terms, the findings support the development of policy-oriented approaches to AI implementation in education. The study contributes to the literature by offering a multi-layered understanding of AI integration in education, combining bibliometric evidence with critical theoretical insights. It further provides actionable implications for policymakers, educational leaders, and technology developers aiming to implement AI in a responsible and sustainable manner.
Algorithmic Masculinity and the Commodification of Authority: Leadership, Influence, and Digital Power in the Contemporary Manosphere
The rapid expansion of digital platforms has enabled the emergence of alternative leadership models within loosely connected online communities collectively described as the “manosphere.” Prominent figures - including Andrew and Tristan Tate, Myron Gaines, Justin Waller, Sneako, and Harrison Sullivan - have cultivated highly visible forms of authority grounded in performative masculinity, economic aspiration, and ideological polarization. This paper critically examines whether such figures constitute legitimate leadership or represent algorithmically amplified constructions of influence driven by attention economies and monetization strategies. Drawing on critical theory, digital sociology, and leadership studies, the article conceptualizes manosphere leadership as a hybrid formation in which symbolic capital, discursive control, and platform affordances intersect. Building on recent work on femmephobic discourse, the analysis demonstrates how authority in these environments is not institutionally grounded but constructed through repetition, emotional intensity, and identity alignment. The findings suggest that manosphere leadership operates less as a stable leadership model and more as a performative and commodified system of influence in which visibility substitutes legitimacy and algorithmic amplification replaces institutional validation. The paper further explores the implications of this phenomenon for educational contexts, where such narratives increasingly shape young male identity formation and social attitudes. The study contributes to leadership theory by introducing the concept of algorithmic authority, highlighting how digital infrastructures actively participate in the construction of leadership, and challenging traditional distinctions between influence, power, and legitimacy in contemporary society.
Alpha, Authority, and Algorithmic Power: Leadership Myths and Realities in the Online Manosphere
The explosive growth of digital platforms has allowed for the rise of alternative leadership narratives in online communities, loosely known as the “manosphere.” These spaces were trendy and highly visible proponents of “alpha” leadership based on dominance, self-optimization, and hierarchical masculinity. In response to this, this article explores whether such representations amount to genuine leadership and/or simply reproduce simplified myths made hyper-visible through algorithms. Using interdisciplinary insights from leadership studies, digital sociology, and Critical Theory, the study examines how authority is created, legitimated, and spread in manosphere spaces. Special emphasis is placed on the contribution of algorithmic amplification in favoring emotive, divisive content that promotes performative domination at the expense of relational or ethical forms of leadership practice. Drawing on Foucauldian and Bourdieusian frameworks, the paper theorizes leadership as involving power/knowledge regimes and symbolic capital accumulation within digitally mediated fields. While many authors in the manosphere express opposition to stable models of leadership, these findings suggest that their leaders themselves are less a reflection of those dynamics than a product of platform dynamics which reward visibility, certainty, and identity affirmation. This results in a distorted leadership paradigm where influence comes to be equated with authority and visibility becomes correlated with legitimacy. Digging deeper, the paper advances leadership theory by rethinking authority formation as a socio-technical process situated in algorithmic infrastructures and cultural power dynamics.
INNOVATIVE PEDAGOGICAL APPROACHES IN PHYSICAL EDUCATION: ENHANCING STUDENT MOTIVATION AND ACTIVE LEARNING
In the rapidly evolving global educational landscape, the imperative to innovate pedagogical methodologies within Physical Education (PE) has become paramount for fostering holistic student development and counteracting widespread motivational deficits. This article rigorously investigates cutting-edge pedagogical frameworks that catalyze enhanced student engagement and promote active learning paradigms within secondary and tertiary PE settings. The study foregrounds the critical nexus between contemporary educational imperatives - rooted in constructivist, experiential, and technology-enhanced learning theories - and the pressing need to recalibrate PE curricula to meet 21st-century learners’ diverse psychosocial and physiological exigencies. Framed within the empirical context of Romanian educational institutions, particularly the Academy of Economic Studies (ASE) in Bucharest, this research synthesizes an extensive corpus of international scholarly literature and best practices to construct a comprehensive, evidence-based model of innovative PE pedagogy. The article elucidates how integrative strategies—ranging from gamification and digital augmented reality applications to peer-cooperative learning and personalized fitness plans—can serve as potent catalysts for intrinsic motivation and sustained active participation among students. It delineates the symbiotic relationship between pedagogical innovation and learner autonomy, emphasizing how these approaches contribute not only to physical literacy but also to the cultivation of lifelong health-promoting behaviors. Employing a robust mixed-methods research design, the study combines quantitative data from psychometric assessments of motivational indices and physical activity levels with qualitative insights gleaned from semi-structured interviews and focus groups involving students, educators, and curriculum developers. This triangulated methodology allows for a nuanced interrogation of contextual variables, including socio-economic status, gender, and prior physical activity experience, which modulate the efficacy of innovative pedagogical interventions. Findings substantiate the transformative potential of a multidimensional pedagogical approach that integrates cognitive, affective, and kinesthetic domains to dismantle barriers to student engagement and optimize learning outcomes. The research further interrogates systemic challenges within PE instruction - such as entrenched traditionalist mindsets, infrastructural constraints, and policy lacunae - advocating for institutional reforms and professional development initiatives tailored to equip educators with the competencies necessary for implementing avant-garde instructional techniques. Crucially, the article foregrounds the role of culturally responsive pedagogy and inclusive practices in fostering equitable access to PE benefits, thereby aligning with global educational equity and health promotion agendas. In sum, this article contributes substantially to the extant literature by articulating a novel pedagogical framework that enhances motivation and active learning in Physical Education through innovative, interdisciplinary, and contextually adaptive strategies. It offers pragmatic, empirically grounded recommendations for policymakers, educators, and curriculum designers aiming to revolutionize PE delivery and advance student-centered, health-oriented education in diverse socio-cultural milieus.
gamification and augmented reality in PE
inclusive and culturally responsive practices
multidimensional health literacy education
Public administration and life-long learning: rethinking skills development for the digital state
In an era characterized by rapid technological transformation and digital governance, public administration confronts unprecedented challenges and opportunities in the cultivation of human capital, necessitating a paradigmatic shift toward life-long learning (LLL) as an essential mechanism for continuous skills development. This article critically examines the intersection of digital state imperatives and public sector human resource development, advocating for a comprehensive reconfiguration of traditional competencies frameworks to better align with the complex demands of contemporary governance ecosystems. The scholarly inquiry draws upon a dual-methodological approach, integrating an extensive bibliographic meta-analysis of contemporary theoretical constructs on life-long learning, digital governance, and skills development with an empirical case study conducted at the UNAp, Romania. The case study investigates the efficacy of innovative LLL programs tailored for mid-career public administration professionals navigating digital upskilling challenges. Quantitative metrics derived from pre- and post-intervention assessments of digital literacy, cognitive flexibility, and organizational learning attitudes are triangulated with qualitative data collected through semi-structured interviews and focus groups, revealing nuanced insights into the motivational, institutional, and technological factors that underpin successful LLL integration. Findings elucidate the transformative potential of digitally-enhanced, modular learning interventions in cultivating hybrid skillsets that transcend technical proficiency to encompass critical thinking, ethical reasoning, and collaborative problem-solving. The research underscores how fostering a culture of continuous professional development within public institutions not only mitigates skill obsolescence but also actively contributes to the digital state’s resilience against socio-technical disruptions. Moreover, the article delineates systemic barriers such as bureaucratic ine
The Counter-Intuitive Leadership Principles Driving Premier League Dominance
The received wisdom with regard to leadership is that it usually requires charisma, is most effective with a clear chain of command, and is at its best when it announces grand strategic visions. Nevertheless, lessons learned from the highly competitive and high-stakes universe of elite football management, especially matches (both in Premier League and European competitions) that cast a set of counterintuitive principles critical for sustained success. As Mike Carson's "The Manager: Inside the Minds of Football's Leaders, considers most winning coaches: inside the minds of football's leaders; this feature article examines how great and winning football coaches develop peak performance. We suggest that these less visible principles - that is, the power of deliberate unknowing, strategic retreat, the significance of micro-changes, and the nurture of a ‘no-blame’ learning culture have significant implications for practices of educational leadership. Through questioning status quo models of educational leadership, this paper aspires to offer a new model enabling the development of stronger, more entrepreneurial and high-performing educational organisations.
Immersive Virtual Reality as a Pedagogical Catalyst for Experiential Learning and Conceptual Development in Secondary STEM Education
Immersive Virtual Reality (VR) is increasingly positioned as a transformative instructional medium capable of bridging theoretical abstraction and experiential practice in STEM education. This study investigates the pedagogical impact of VR-supported physics simulations on secondary students’ conceptual understanding and motivational engagement within a STEAM framework. A quasi-experimental design was implemented during a structured instructional unit involving 94 secondary school students in Bucharest. Participants were assigned to either an experimental group, which engaged with immersive VR-based physics laboratory simulations, or a control group, which completed equivalent curricular activities through conventional laboratory instruction. Conceptual mastery was assessed using curriculum-aligned post-intervention measures targeting foundational physics constructs, while motivational and affective responses were captured through validated self-report instruments. Semi-structured interviews provided qualitative insight into learners’ perceptions of immersion, collaboration, and cognitive engagement. Findings indicate significantly higher levels of conceptual comprehension and learner motivation among students exposed to VR-supported instruction. Qualitative evidence further suggests enhanced curiosity, deeper collaborative inquiry, and stronger perceived knowledge retention. These results reinforce the potential of immersive environments to support experiential learning processes when pedagogically structured and aligned with curricular goals. The study concludes that VR serves not merely as a technological novelty but as a pedagogical catalyst capable of enriching STEM learning when embedded within reflective, teacher-mediated instructional design. Purposeful integration of immersive technologies can foster deeper conceptual understanding and sustained learner engagement beyond surface-level visual immersion.