Postdigital leadership in education: scoping review of the case of Africa

ABSTRACT

The subject of postdigital remains an issue being grappled about especially considering the different misconceptions about the era. Leadership in education is considered as a major phenomenon capable of driving success in the sector during the era. Thus, this study was conducted to explore the scholarly perceptions of leadership education in the postdigital era with focus on the African continent. A scoping review method was adopted. Sabinet and Scopus were adopted as the databases for the search using identified key terms. Sequel to the search on the selected databases, five articles were retrieved. The reviewed literature were coded, categorized and thematically analyzed. The finding of the study showed that there is paucity of literature in the subject. A shift is expected with new expectations following the move to a postdigital era; hence, education leaders are expected to prepare, acclimatize themselves and embrace the era for relevance. Also, critical research areas of EdTech were identified and education leaders are to promote and drive studies toward such identified spaces. Meanwhile, glocalization is considered paramount considering the African needs. Thus, education leaders are encouraged to consider the local needs and demands while taking cognizance of global standards and practices in the postdigital era.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Chinaza Uleanya

Chinaza Uleanya is an Associate Professor in the Department of Education Leadership and Management, University of Johannesburg, South Africa.