Mohammad Mahmoud Rjoob, South Hebron Directorate, Ministry of Education, Palestine
This study aimed to explore the impact of democratic leadership on job satisfaction among teachers in the South Hebron Directorate schools. The study was applied to a random sample representing the study population of teachers in the South Hebron Directorate of Education, with a sample size of 301 teachers from 12 schools. The researcher adopted the descriptive approach as it is the most suitable for the nature of this study, and a questionnaire was used as a tool for data collection and measuring various variables. The study recommended the importance of enhancing the concept of democratic leadership in schools to boost teachers' morale and improve the quality of the educational process. It also encouraged the adoption of democratic leadership styles by administrations, educational areas, and new principals due to their positive and effective impact on job performance. Additionally, the study suggested providing training courses for school principals and new teachers on how to apply the principles of democratic leadership that contribute to creating a positive educational environment and enhance the spirit of cooperation to achieve the school's goals. Finally, the study called for granting school principals more authority and powers to increase their ability to effectively deal with challenges and problems, which contributes to improving the educational process and enhances teachers' job satisfaction.
Democratic leadership, Job satisfaction, Teachers, South Hebron Directorate Schools.
Amin Sanaia, SAN Consulting Enterprise LLC, USA
This paper explores the integration of Artificial Intelligence (AI) and the CRAVE Leadership Model—Communication, Respect, Authenticity, Vulnerability, and Empathy—as a transformative framework for modern leadership. Leaders can enhance decision-making, emotional intelligence, and team dynamics by leveraging AI's data-driven insights alongside neuroscience-backed principles. The paper examines NeuroLeadership and its emphasis on neuroplasticity to foster adaptability and learning while highlighting how AI tools provide real-time feedback, predictive analytics, and personalized team engagement strategies. Practical applications include adaptive learning platforms, sentiment analysis for emotional intelligence training, and AI-enhanced collaboration tools aligning with the CRAVE pillars. The discussion extends to the ethical implications of AI deployment in leadership, addressing challenges such as data privacy, algorithmic bias, and the potential for dehumanization. Leaders are urged to adopt robust ethical frameworks prioritizing transparency, fairness, and inclusivity, ensuring that AI augments rather than replaces human connection. By aligning technological advancements with the values of the CRAVE model, this paper presents a pathway to innovative and profoundly human leadership, equipping organizations to thrive in a rapidly evolving global landscape.
Neuroleadership, Artificial Intelligence (AI), CRAVE Leadership, Emotional Intelligence (EI), Neuroplasticity, Predictive Analytics, Ethical AI, Psychological Safety, Inclusive Leadership.
Ahmed Ali Ahmed
The use of social media has been increasing rapidly in the last few years. It's not just being used by working people but there has also been an increase in the use of social media for high education. The use of social media has had both positive and negative effects on society and our students. While students busy with the social media in a daily above 8hrs. Sometimes you see students sitting in class and using social media, such as TikTok and Facebook. It is a high-level problem that has developed in our growing city of Mogadishu.
Social media - TikTok, WhatsApp, Facebook and YouTube, unhealthy addiction.
Munachiso Angela Muoneke, Department of Information Technology, University of the Potomac, Washington DC, United Stated of America
The COVID-19 pandemic led to the disruption of conventional education systems, which led to the adoption of digital and remote learning platforms. This revolutionary change uncovered the need for new approaches in the development of educational technology. The paper “From Crisis to Insights: Leveraging Data Analytics to Shape Pandemic-Era Educational Technology Innovations” emphasizes the importance of data analytics during this time and provides a framework for how data can inform effective EdTech developments for teaching and learning. This study aims to understand how real-time data from learning management systems, virtual classrooms, and engagement metrics can offer valuable insights into students’ behaviors, learning styles, and academic difficulties. Such insights help educators, technologists, and policymakers develop adaptive learning solutions tailored to the different needs of students. Through the presentation of case studies and real-world examples, the paper explains how the use of data-driven innovations has led to enhanced student success, effective teaching practices, and the reduction of learning disparities during the COVID-19 pandemic. Furthermore, the paper critically discusses the ethical challenges that are linked to educational data analytics including privacy concerns, bias-free learning analytics, and ensuring there is equity in the provision of technology to learners. It also highlights the importance of making the processes and outcomes a transparent, inclusive, and collaborative input of all stakeholders to ensure the development of ethical and more sustainable EdTech solutions. Ultimately, this shows how crises can be opportunities for change and how the use of data analytics can help shape the future of education. The outcomes of this study aim to guide stakeholders in developing strong, comprehensive, and technologically advanced educational systems in the new post-pandemic world.
Educational Technology (EdTech), Data Analytics in Education, Pandemic-Era Innovations, Learning Management Systems (LMS), Digital Equity.
Kelly Thornton, Global Banking School, UK
This paper examines the potential of facilitative AI to democratise knowledge and improve access to business and finance education for underrepresented student cohorts. It highlights AI's capacity to provide personalised learning experiences, bridge skills gaps, and expand educational access through adaptive models and interactive platforms. The analysis addresses ethical concerns, including digital inequality, algorithmic biases, and the diminishing role of human empathy in AI-assisted learning. This paper advocates for a balanced approach combining AI technologies with human-centred teaching to ensure inclusivity and equity. The paper concludes with actionable recommendations for educators and institutions, positioning AI as a transformative tool to foster diversity and build a skilled workforce in business and finance, provided it is implemented responsibly.
AI, access to education, equality, careers, business.
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