Future - Educational Management & Digital Innovation Journal
Critical-Creative-Expository Thinking Triad: A Soft Computing Approach to Sequential-Parallel Strategies in Digital Media Courses toImproveTeaching and Learning Outcomes
Digital media education increasingly demands the cultivation of multi dimensional cognitive skills,including critical, creative, and expository thinking. This study investigates the integrationof the Critical-Creative-Expository (CCE) thinking triad within digital media courses through sequential,parallel, and hybrid instructional strategies, enhanced by soft computing methodologies. A mixed-methods approach was employed with 80 undergraduate students, examining quantitative outcomesin cognitive skill development and qualitative insights from student reflections and interviews.Results indicate that the hybrid sequential-parallel strategy, supported by neural–fuzzy systems, achieved the highest improvements across critical, creative, and expository domains, while also enhancing engagement, confidence, and metacognitive awareness. Soft computing simulationsvalidated adaptive task sequencing, demonstrating the potential of computational tools to personalize learning pathways effectively. These findings provide both theoretical and practical contributions, offering a framework for integrating multi dimensional cognition and adaptive pedagogy in digital media education.
Critical-Creative-Expository (CCE) Thinking
Strategic integration of serial and parallel teaching methods in digital media: Improving creative learning outcomes and promoting students' academic and entrepreneurial success through triggered teaching and artificial intelligence
The rapid evolution of digital media industries demands educational approaches that simultaneously cultivate technical proficiency, creative thinking, and entrepreneurial competence. This study investigates the efficacy of a hybrid serial–parallel teaching model enhanced by AI-triggered interventions in undergraduate and postgraduate digital media programs (N = 236). Using a quasi-experimental, mixed-methods design, students in the treatment group engaged in scaffolded serial modules alongside parallel, integrative projects, supported by generative AI prompts and learning analytics dashboards. Quantitative results revealed significant gains in creativity (Torrance Tests of Creative Thinking, CAT ratings), academic performance (course grades, module mastery), and entrepreneurial mindset (EMP scores, prototype-to-pitch conversion) relative to control conditions. Qualitative analysis of focus groups, reflective journals, and instructor memos highlighted enhanced creative confidence, integrative thinking, and entrepreneurial awareness. The findings support theoretical frameworks including Amabile’s Componential Theory of Creativity and adaptive expertise theory, illustrating how AI-triggered teaching can scaffold both routine and innovative learning processes. Implications include curriculum design recommendations, strategic integration of AI tools, and the promotion of transferable creative and entrepreneurial skills in digital media education. Limitations related to quasi-experimental design, generalizability, and AI tool constraints are discussed. Overall, the study provides evidence that strategically combining serial and parallel pedagogical approaches with AI interventions can foster a new generation of creative and adaptive digital media professionals.
Measuring Innovation Results: How AI-Enhanced Sequential-Parallel Triggering Strategies Improve Student Performance and Outcomes in Digital Media Classes
This study examines how AI-enhanced sequential-parallel triggering strategies improve student performance, creativity, and innovation outcomes in digital media education. A mixed-methods approach was employed, involving 60 undergraduate students divided into experimental and control groups. The experimental group engaged with AI-generated prompts and feedback integrated into a hybrid sequential-parallel learning framework, while the control group followed traditional sequential instruction. Quantitative results revealed significant improvements in technical skill acquisition, project quality, and innovation indices among students in the experimental group. Qualitative findings from interviews, observations, and reflective journals indicated increased engagement, iterative problem-solving, and exploration of unconventional ideas. The integration of AI-enabled triggering strategies facilitated both structured learning and creative exploration, offering a balanced pedagogical model that fosters innovation. These results suggest that AI can function as an active co-creator in the learning process, enhancing both the process and outcomes of creative education. The study’s implications extend to curriculum design, instructional strategies, and the development of AI-driven educational tools, paving the way for scalable, creativity-centered learning environments.
Sequential-Parallel Triggering Strategies
Digital Innovation in Educational Management: A Student Performance-Oriented Data Management System for Private Institutions
Innovation in the field of digital management can improve the performance of students in the privately owned institutions. As technologies become increasingly central to education, valuable data management systems are becoming crucial to aid decision-making and performance analysis. Although numerous types of research are concerned with all educational technology, few studies concentrate on such parameters as the systems that track and interpret student performance to enhance performance at the educational institution in question. This paper seeks to develop and test a data management system to support performance-based assessment in private institutions, which will allow real-time data capture and monitoring of performance trends. The research will have a systematic approach to literature review (SLR) to find available frameworks, tools, and systems related to the student performance management process. Some of the key findings are that existing systems tend to lack integration with the student performance measures and are not able to give actionable insights to the institutional leaders. In this paper, it has been shown that a system that links academic performance statistics and administrative management is necessary in order to make a decision in an effective manner. The implications of this research suggest that the potential of digital innovations can be utilized by individual institutions to facilitate monitoring of student performance, making decisions via data, and improving the performance of education in general. The practice would be a step towards creating a sophisticated data management portal within the education sector, which would then lead to more effective, streamlined, and data-driven decision-making process. This will help the institutions to control and process educational data in a better way and enhance the overall results.
Education, Management, Innovation, Private institutions, Performance
Copyright (c) 2025 Future - Educational Management & Digital Innovation Journal
Language Identity Crisis and Guidance Strategies Among Students in Sino-Thai Joint Education Programs
This paper examines how students in Sino-Thai joint education programs experience language identity conflicts and the strategies that can support them. These programs, often taught in Chinese, place students between two linguistic and cultural worlds, which can create uncertainty about their self-perception. A qualitative systematic literature review was conducted, synthesizing recent studies on bilingual education and student experiences in Sino-foreign programs. The findings indicate that Thai learners frequently experience tension between Thai and Chinese identities, adapting by adopting Chinese in daily interactions while continuing to anchor themselves in their Thai cultural heritage. Communication style differences between the two cultures further intensify this tension. However, guidance strategies such as incorporating Thai cultural references, encouraging bilingual use, and promoting student agency can foster positive language identities. The study highlights the need for culturally responsive practices that affirm heritage while supporting integration into the host academic environment. Future research should further explore longitudinal impacts of identity negotiation and test targeted pedagogical interventions within Sino-Thai programs.
Sino-Thai joint education, language identity crisis, bilingual students, guidance strategies, cross-cultural education
Bangladesh's Education Crisis : Challenges From Primary to Tertiary
No one should deny that in recent decades, "the standard of education in Bangladesh has degraded and, by all possibilities, has reached its lowest point." Unfortunately, education did not decline to such a level even after the fight for liberation in 1971. In every country, the government, elected and paid for by the people, is held fully accountable for all actions and outcomes. Autocratic countries are noted for employing 'people of their choice' without regard for quality or parliamentary board recommendations, leading to such phenomena. The public has the right to question about the deterioration of the government's employed and elected branches, as they suffer the costs. People elect representatives for specific times, and it's normal to wait till that time. In this scenario, the field is critical and the deterioration is severe, making it difficult for citizens to remain passive and see the situation. Any country's educational system is based on long-term experience, studies, analyses, and experimentation. In such a setting, no one should anticipate a recommendation for fundamental changes in education in such a brief paper.In this research paper we shall propose correcting existing systems and introducing new ways to promote good transformation of education.
Bangladesh, Education Reform, Quality, Political Settlements, Teachers, Incentives, Accountability, Effective Schools
Developing a Framework for Ethical Digital Leadership in Education: Balancing Innovation and Responsibility
As educational institutions increasingly integrate digital technologies into administrative and pedagogical practices, the role of ethical digital leadership has become paramount. This study proposes a comprehensive Ethical Digital Leadership Framework designed to balance innovation with responsibility in education. Employing a Design-Based Research (DBR) methodology, the study engaged institutional leaders, educators, and digital policy experts in iterative cycles of design, implementation, and evaluation. The framework is structured around five core dimensions: Data Privacy, Equity and Access, Digital Well-being, Transparency and Accountability, and Stakeholder Engagement. Quantitative data were gathered through surveys administered to participants at multiple institutions, followed by Pearson correlation and multiple regression analyses. Findings revealed strong interrelations among all five dimensions, with Transparency and Accountability and Digital Well-being emerging as significant predictors of Institutional Digital Leadership Efficacy (Adjusted R² = 0.74). These results affirm the need for ethical principles to be deeply embedded in digital leadership strategies to ensure trust, inclusivity, and well-being in educational ecosystems. The study contributes to the growing discourse on ethical leadership by offering a theoretically grounded and empirically validated framework that can guide policy development, institutional training, and digital strategy planning. It underscores the importance of intentional, ethically-informed leadership practices in shaping responsible digital transformation across diverse educational contexts.
Ethical Digital Leadership, Education Technology, Design-based Research, Digital Well-being, Data Privacy
Cloud-based Learning Environments and Their Impact on Institutional Flexibility and Scalability
The integration of cloud-based learning environments (CBLEs) in higher education has become a transformative approach, enhancing institutional flexibility and scalability. This paper discusses the impact of cloud computing on educational systems, focusing on its ability to adapt to the dynamic needs of both students and institutions. CBLEs offer real-time collaboration, personalized learning experiences, and the capacity for rapid updates to educational content. These features allow institutions to respond quickly to shifts in pedagogy, technological advancements, and external challenges, such as pandemics. Additionally, cloud systems provide scalable infrastructure that supports fluctuating student enrollment, large-scale online programs, and resource optimization during peak usage periods. Despite these advantages, challenges such as data security, vendor lock-in, and staff training remain significant concerns. A quantitative research design was employed, using surveys to collect data from administrators, faculty members, and IT staff across 50 higher education institutions. Statistical analysis was conducted to assess the relationship between cloud computing adoption and institutional flexibility and scalability. The paper highlights the importance of addressing these challenges to fully leverage the potential of CBLEs. Ultimately, cloud-based learning environments promise to revolutionize educational delivery by offering flexible, cost-effective, and scalable solutions. Future research should focus on assessing the long-term impact of CBLEs on student outcomes and developing strategies for overcoming the barriers associated with their implementation.
Cloud-based Learning Environments, Institutional Flexibility, Scalability, Education Technology, Data Security
Blockchain Technology in Higher Education Administration: Opportunities for Transparent and Secure Academic Records Management
This study investigates the impact of blockchain technology on academic records management in higher education institutions. The research emphasizes how blockchain’s decentralized, immutable, and transparent characteristics can enhance the security, efficiency, and accessibility of academic credentials. By transitioning from traditional centralized systems to blockchain-based solutions, educational institutions can provide more secure, tamper-proof records that can be easily verified by employers and other institutions without the need for intermediaries. Through this process, students gain greater control over their credentials, which can be securely shared with relevant parties. The study explores real-world examples, such as the University of Nicosia's adoption of blockchain for diploma verification, demonstrating blockchain's potential to streamline administrative processes and reduce costs. However, challenges remain, particularly around global recognition, interoperability between institutions, and the need for standardized frameworks and regulatory support to facilitate widespread adoption. The findings suggest that blockchain technology has the potential to revolutionize academic records management, but further development in industry standards and international cooperation is essential for its broader implementation. The study concludes that blockchain represents a transformative opportunity to create a more secure, efficient, and transparent higher education system.
Blockchain Technology, Academic Records, Higher Education, Credentials Management, Security
Reshaping Faculty Development: The Role of Leadership in Cultivating Digital Competencies among Educators
This study explores the role of leadership in reshaping faculty development to enhance digital competencies among educators in higher education. As digital technologies increasingly permeate educational settings, it is crucial for faculty to develop the necessary digital skills to foster effective teaching and learning. Leadership plays a central role in creating a culture that supports the development of these competencies by setting strategic priorities, allocating resources, and fostering collaboration. Through qualitative research, this study identifies key themes that contribute to the success of faculty development programs, including institutional support, flexible learning opportunities, peer collaboration, and personalized professional growth. The findings highlight the significance of leadership in addressing challenges such as resistance to change, time constraints, and varying levels of digital proficiency among faculty. By offering targeted support and fostering an inclusive learning environment, leadership can empower faculty to embrace digital innovation in their teaching practices. This research underscores the importance of leadership in advancing faculty development initiatives and preparing educators for an increasingly digital future in higher education. Recommendations are provided for higher education institutions to prioritize leadership in faculty development strategies to ensure educators are equipped for the digital age.
Leadership, Faculty Development, Digital Competencies, Higher Education, Professional Growth
Gamification and Microlearning: Strategic Approaches to Improve Engagement in Digitally-enhanced Classrooms
In the digital era, educators are increasingly turning to innovative pedagogical strategies to enhance student engagement and learning outcomes. This study presents a comprehensive literature review on the integration of gamification and microlearning within digitally-enhanced classrooms. Gamification, through the use of game design elements like points, badges, and leaderboards, aims to increase learner motivation and participation. Microlearning, on the other hand, delivers content in concise, targeted segments designed to optimize knowledge retention and minimize cognitive overload. The review examines the theoretical foundations, implementation strategies, and educational impacts of both approaches, emphasizing how their combination can create a more personalized and interactive learning experience. While empirical evidence supports the effectiveness of these strategies in fostering engagement and short-term achievement, challenges such as design complexity, sustainability, assessment alignment, and digital accessibility remain significant concerns. This paper also explores the synergistic potential of integrating gamification and microlearning, suggesting that their convergence may hold the key to meeting the evolving needs of today’s diverse and digitally literate student populations. Future directions call for more adaptive technologies, robust educator training, and inclusive frameworks that ensure equitable access and meaningful learning. Ultimately, this review highlights the promise and challenges of gamified microlearning as a transformative model for 21st-century education.
Gamification, Microlearning, Student Engagement, Digital Education, Instructional Design
From Policy to Practice: Integrating National Digital Education Strategies into University Management Systems
This study explores the integration of national digital education strategies into university management systems, with a focus on how these strategies are implemented across different institutional contexts. The research highlights key factors such as institutional leadership, resource allocation, faculty engagement, and technological infrastructure in determining the effectiveness of digital transformation in higher education. Drawing on case studies from a developed European university and an emerging Asian institution, the study examines the challenges and successes encountered in aligning university systems with national digital education policies. The findings reveal that strong institutional leadership and adequate resource allocation are crucial for successful integration, while faculty engagement with digital tools remains a significant barrier in both contexts. Technological infrastructure plays a vital role in facilitating or hindering the integration process. This study underscores the importance of aligning national strategies with institutional needs, ensuring a comprehensive and adaptable approach to digital education. The research contributes to the understanding of how universities can better manage digital transformation efforts, offering insights for policymakers and higher education leaders aiming to optimize the integration of digital education strategies.
Digital Education Strategies, University Management, Technological Infrastructure, Institutional Leadership, Faculty Engagement
Digital Governance in Education: Exploring the Role of Data-driven Decision-making in Institutional Strategy
In an era of increasing digitalization, higher education institutions are leveraging data to inform strategic governance and institutional decision-making. This study explores how university leaders perceive and implement data-driven decision-making (DDDM) within digital governance frameworks. Drawing on semi-structured interviews with 12 senior administrators—including vice-chancellors, deans, digital strategy directors, and IT heads—across four universities in Europe and Asia, the research investigates the organizational, technological, and ethical dimensions of DDDM adoption. The interviews focused on themes such as institutional strategy, data infrastructure, implementation challenges, and outcomes. Thematic analysis revealed four key areas influencing DDDM effectiveness: leadership vision, resource availability, faculty engagement, and ethical considerations. While participants highlighted improved decision-making, enhanced accountability, and strategic alignment through DDDM, they also reported significant challenges, including uneven digital literacy, cultural resistance, and data privacy concerns. The study ensures trustworthiness through triangulation, member checking, and transparent documentation. Findings offer practical insights for institutional leaders and policymakers aiming to strengthen digital governance by integrating ethical data practices and fostering a data-informed culture within universities.
Exploring the Impact of Augmented Reality (AR) on Student Engagement and Learning Outcomes in Higher Education
Augmented Reality (AR) has emerged as a transformative technology in higher education, offering immersive learning experiences that engage students in ways traditional methods cannot. This paper explores the impact of AR on student engagement and learning outcomes across various disciplines, emphasizing its potential to enhance interactive learning environments. The study applies several models, including the Technology Acceptance Model (TAM), the ARCS Motivation Model, and the TPACK framework, to understand how AR influences student motivation, learning retention, and academic performance. It further examines the challenges and opportunities associated with the adoption of AR in educational settings, such as the need for specialized hardware, faculty training, and the integration of AR into existing curricula. The research methodology combines a case study approach with surveys and focus groups to gather both qualitative and quantitative data from students and educators. Results indicate that AR significantly increases student engagement by providing a dynamic and interactive learning environment, leading to better retention of knowledge and improved academic outcomes. However, the study also highlights the barriers to successful AR integration, such as financial constraints, technological limitations, and the need for pedagogical adjustments. The findings suggest that while AR has significant potential to revolutionize learning in higher education, its full integration requires careful planning, investment, and professional development for educators. The paper concludes by recommending future research directions, including longitudinal studies on the long-term effects of AR on student performance and the exploration of AR applications in various academic disciplines.
The Role of Artificial Intelligence on Personalized Learning in Higher Education
Artificial intelligence (AI) is rapidly transforming the landscape of higher education, particularly in the realm of personalized learning. This paper explores how AI technologies, such as machine learning algorithms, data analytics, and intelligent tutoring systems, can be leveraged to tailor educational experiences to individual student needs. Personalized learning, which focuses on customizing learning paths, pacing, and content based on each student's strengths and weaknesses, is enhanced by AI's ability to analyze vast amounts of data in real-time. By monitoring student progress, predicting learning outcomes, and offering real-time feedback, AI has the potential to provide a more engaging and effective educational experience. This study reviews current AI applications in higher education, discusses the benefits and challenges of integrating AI into personalized learning systems, and examines the implications for both educators and students. Additionally, ethical concerns, such as data privacy and the potential for bias in AI algorithms, are also addressed. The findings highlight that while AI holds immense promise for improving student outcomes and engagement, it is crucial for institutions to ensure that AI integration is done responsibly, with an emphasis on equity and accessibility. The paper concludes with recommendations for future research on optimizing AI technologies for personalized learning.
The Role of Educational Leadership in Advancing Digital Pedagogy: Strategies, Challenges, and Implications for Innovation
This study explores the critical role of educational leadership in fostering the integration of digital pedagogy within educational settings. With the increasing prominence of digital tools in classrooms, effective leadership has become pivotal in ensuring the successful adoption and sustainable use of technology in teaching. Through in-depth interviews with educational leaders, this research identifies key strategies employed by leaders to promote digital pedagogy, including the creation of a shared vision, resource allocation, and the facilitation of continuous professional development. The findings reveal that leadership actions significantly impact teachers' willingness to embrace technological innovations, with collaboration, clear communication, and ongoing support emerging as essential factors for overcoming resistance to change. However, barriers such as insufficient initial training, time constraints, and lack of technological confidence remain prominent challenges. This study highlights the importance of tailored professional development programs and a supportive leadership approach in addressing these obstacles. The findings contribute to a deeper understanding of the ways in which leadership influences the successful integration of digital pedagogy and offer practical implications for both educational leaders and policymakers. Future research could further explore the impact of leadership styles and examine the perspectives of teachers and students to provide a more comprehensive view of the digital pedagogy landscape.
Empowering Digital Pedagogy: The Role of Leadership in Fostering Innovation in Educational Management
The rapid advancement of digital technologies has reshaped the landscape of education, necessitating innovative leadership approaches to integrate digital pedagogy effectively. Institutional leaders play a critical role in fostering a culture of technological adaptation, ensuring that digital tools enhance both teaching methodologies and institutional management. This study explores the role of leadership in driving digital innovation in education, focusing on strategies that promote sustainable digital transformation. Through an analysis of case studies and existing literature, the paper identifies key leadership competencies, including visionary thinking, adaptability, and collaboration, that are essential for the successful implementation of digital pedagogy. Furthermore, the research examines challenges such as resistance to change, digital infrastructure gaps, and faculty readiness, providing solutions to mitigate these obstacles. The study emphasizes the need for strategic investment in digital resources, continuous professional development for educators, and an inclusive approach to policy-making. By aligning institutional goals with technological advancements, educational leaders can create an adaptive and resilient learning environment that meets the evolving needs of students and faculty. The findings offer valuable insights for policymakers, administrators, and educators seeking to leverage digital tools for enhanced learning experiences and institutional growth.
Strategic Leadership for Digital Transformation in Higher Education: A Path to Organizational Resilience
The rapid integration of digital technologies into higher education demands strategic leadership capable of navigating complex organizational changes. This study explores the role of leadership in fostering a culture of innovation and driving digital transformation within educational institutions. Drawing on case studies from universities that have successfully adopted digital strategies, the paper examines how leadership practices, including visionary planning, collaborative decision-making, and participatory management, contribute to the successful integration of technology. The research also investigates the impact of digital transformation on institutional growth, teaching, and learning outcomes. By analyzing leadership strategies, the study highlights key challenges and best practices that enable educational institutions to thrive in an increasingly digital world. This research aims to offer practical insights for leaders looking to cultivate a resilient, technology-driven educational environment.
Strategic Leadership and Digital Transformation: Enhancing Educational Management in the Era of Innovation
In the era of digital transformation, educational institutions must adopt strategic leadership approaches to effectively integrate digital technologies into their management and teaching practices. This paper explores the role of leadership in fostering a culture of innovation, managing organizational change, and ensuring the successful adoption of digital technologies in educational institutions. It examines key strategies for digital transformation, including data-driven decision-making, faculty development, and infrastructure enhancement. Additionally, the study analyzes case studies of institutions that have successfully navigated digital transitions, highlighting best practices and common challenges. The findings provide valuable insights for educational leaders aiming to enhance institutional growth and improve learning outcomes through digital innovation.
The Impact of Teachers' Innovative Leadership and Attribute on Academic Performance: A Quantitative Study of Education Major
An educator whose work is dominated by active learners and who innovates in educational practice is considered an innovative teacher. This research focuses on how teacher attributes and innovative leadership affect the performance of education majors. A quantitative research approach was adopted in this study where data was collected using an online questionnaire surveying 280 undergraduate students across various universities. It contained innovative leadership, a teachers' attribute inventory based on the Big Five Attributes, and the Likert 5-scale self-reported student academic performance. Multiple regression analysis revealed that the Teacher's innovative leadership (ß = 0.469) explained greater variance in predicting academic performance when compared with attribute factors and showed significance at the 0.01 level when controlling for gender, father's education and mother's education. Out of all the attribute traits that were tested, openness and conscientiousness and being an extravert were among the most significant features.
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