Environment and Social Psychology

Educational Innovation and Teacher Leadership

Submission deadline: 2024-03-31
Special Issue Editors

Special Issue Information

Dear colleagues,

In recent years, educational leadership and innovation have become essential aspects of transforming education systems worldwide. As society demands new skills and competencies, educational institutions face the challenge of adapting and promoting an educational approach that emphasizes excellence and relevance for the 21st century.

This special issue aims to explore the relationship between leadership and innovation in online education

We invite researchers, educators, and practitioners to submit their original research papers addressing the following areas of interest:

  • The role of leadership in promoting educational innovation in online education.

  • Strategies for overcoming challenges and effectively implementing innovative practices in virtual education.

  • Collaboration and participation in educational communities as drivers of successful leadership in higher education.

  • Continuous training and feedback for enhancing the implementation of educational innovation in the university environment.

  • The impact of training and experience on the successful application of new educational methodologies in university settings.

We look forward to receiving your submissions and contributing to the advancement of knowledge in the field of educational innovation and teacher leadership. 

Dr. Derling Jose Mendoza-Velazco

Dr. Elizeth Mayrene Flores-Hinostroza

Guest Editors.


University Education; Training; Educational Innovation; Leadership; Online Education

Published Paper

Dark side of digital transformation in online teaching-learning process considering COVID-19

Sooraj Kumar Maurya;Amarbahadur Yadav;

ICT-Driven instructional and assessment strategies for physical education in the new normal

Roberto S. Bondoc Jr.;
Technology shaped the educational system since it enabled teachers to build several instructional methods that are both flexible and effective. It is undeniable that the use of ICT-aided teaching strategies in physical education enable the Physical Education (PE) teachers to adapt to the shifting educational environment. It has been established that several forms of ICT-aided methods were utilized by physical education teachers based on the applicability of these strategies and the teachers’ abilities to put them into practice. The purpose of this study was to determine the use of ICT-aided strategies across HEIs and secondary schools. There were total of 130 PE instructors from HEIs and secondary schools who participated in the study. Descriptive-comparative design was employed to emphasize the need to determine how nominal characteristics influenced competencies. Notably, the findings indicated that demonstration-based assessment was applicable among HEIs because of the intensive physical education curriculum. Male PE instructors were more competent in applying formative assessment and demonstration-based assessment. Competency of PE instructors within these metrics was remarkably high with an emphasis on self-efficacy. Teachers’ engagement to ICT-aided strategies reflected their teaching competencies having traces of motivational, leniency, and flexible learning. Limitations of the study represent the need to assess other factors that were relevant in teaching other that being described (e.g., social, economic, organizational). Nevertheless, ICT-aided strategies transformed the competencies of PE instructors towards sustainable learning in new normal.