Transformational Leadership's Role in Shaping Education 4.0 within Higher Education
变革型领导力在塑造高等教育 4.0 中的作用

Abstract
抽象的

Integrating Education 4.0 in higher education necessitates a transformational leadership approach that champions innovation and technology adoption. This paper reviews the impact of transformational leadership in fostering a conducive environment for Education 4.0, emphasising personalised and technology-enhanced learning experiences. With their vision and motivational prowess, transformational leaders are crucial in steering educational institutions through digital transformation, encouraging the adoption of advanced technologies like artificial intelligence, virtual reality, and data analytics. These leaders are pivotal in nurturing a culture of continuous improvement and empowerment, actively involving team members in pursuing collective achievements and personal growth. The study highlights the importance of transformational leadership in addressing the dynamic challenges and opportunities presented by Education 4.0. By inspiring educators and students to embrace change, transformational leaders facilitate the integration of innovative teaching methods and technologies, enhancing learning outcomes and preparing students for the demands of the digital age. The findings suggest that transformational leadership is instrumental in creating a flexible, relevant, and forward-thinking educational environment that aligns with the objectives of Education 4.0. This paper advocates strategically emphasising the development of transformational leaders within academic institutions. Such leadership is essential for navigating the complexities of digital-area education, ensuring institutions remain adaptive and responsive to technological advancements, and equipping students with the necessary skills to thrive in a rapidly evolving landscape.
将教育 4.0 融入高等教育需要采用支持创新和技术采用的变革型领导方法。本文回顾了变革型领导力在营造有利于教育 4.0 的环境方面的影响，强调个性化和技术增强的学习体验。凭借其远见和激励能力，变革型领导者在引导教育机构进行数字化转型、鼓励采用人工智能、虚拟现实和数据分析等先进技术方面发挥着至关重要的作用。这些领导者在培育持续改进和赋权文化、积极让团队成员追求集体成就和个人成长方面发挥着关键作用。该研究强调了变革型领导力在应对教育 4.0 带来的动态挑战和机遇方面的重要性。通过激励教育工作者和学生拥抱变革，变革型领导者促进创新教学方法和技术的整合，提高学习成果，让学生为满足数字时代的需求做好准备。研究结果表明，变革型领导有助于创造一个灵活、相关和具有前瞻性的教育环境，与教育 4.0 的目标相一致。本文主张从战略上强调学术机构内变革型领导者的发展。这种领导力对于应对数字领域教育的复杂性、确保机构保持对技术进步的适应性和响应能力以及为学生提供在快速发展的环境中茁壮成长所需的技能至关重要。

Keywords: Transformational leadership; Education 4.0; education policy; higher education; opinion paper
关键词：变革型领导；教育4.0；教育政策;高等教育;意见书

Introduction
介绍

The transformational leadership approach is widely recognised for its visionary and charismatic leaders who inspire individuals to unleash their full potential (Almonawer et al., 2023; Abubakar & Ahmed, 2021; Kotamena et al., 2020; Nuel et al., 2021). These leaders adeptly communicate compelling future visions, fostering creativity, innovation, and personal growth within teams (Lim et al., 2021; Men et al., 2021). This approach cultivates a culture of continuous improvement and empowerment, motivating team members to actively participate and make meaningful contributions to collective accomplishments.
变革型领导方法因其富有远见和魅力的领导者而受到广泛认可，他们激励个人充分发挥潜力（Almonawer 等人，2023；Abubakar 和 Ahmed，2021；Kotamena 等人，2020；Nuel 等人，2021）。这些领导者熟练地传达令人信服的未来愿景，促进团队内的创造力、创新和个人成长（Lim 等人，2021；Men 等人，2021）。这种方法培养了一种持续改进和赋权的文化，激励团队成员积极参与并为集体成就做出有意义的贡献。

Transformational leaders are critically important in guiding educational institutions while incorporating advanced technology in Education 4.0 (Abu-Rumman, 2021; Al-Husseini et al., 2021). Education 4.0 integrates cutting-edge technologies, including artificial intelligence, virtual reality, and data analytics (Dhivya et al., 2023; Zhang et al., 2024). Its primary objective is to provide personalised and adaptable learning experiences that equip students with the necessary skills to thrive in the ever-changing digital landscape (Caratozzolo et al., 2021; Haleem et al., 2022).
变革型领导者对于指导教育机构同时将先进技术纳入教育 4.0 至关重要（Abu-Rumman，2021；Al-Husseini 等，2021）。教育4.0融合了人工智能、虚拟现实和数据分析等前沿技术（Dhivya等，2023；Zhang等，2024）。其主要目标是提供个性化和适应性强的学习体验，使学生具备在不断变化的数字环境中茁壮成长所需的技能（Caratozzolo 等人，2021；Haleem 等人，2022）。

In Education 4.0, technology is crucial in enabling remote education, personalised learning paths, and data-driven analysis of student performance (Goh & Abdul-Wahab, 2020; Williams et al., 2020). Transformational leaders are essential in driving change in a dynamic environment, motivating educators, employees, and students to embrace and adapt enthusiastically to new concepts and advancements (Maisyura et al., 2022). They foster a culture of lifelong learning and establish fruitful collaborations with industry and technology experts, ensuring that higher education remains flexible, relevant, and capable of equipping students for the demands of the contemporary labour market.
在教育 4.0 中，技术对于实现远程教育、个性化学习路径和数据驱动的学生表现分析至关重要（Goh & Abdul-Wahab，2020；Williams 等，2020）。变革型领导者对于在动态环境中推动变革、激励教育工作者、员工和学生积极拥抱和适应新概念和进步至关重要（Maisyura 等，2022）。他们培育终身学习的文化，并与行业和技术专家建立富有成效的合作，确保高等教育保持灵活性、相关性，并能够为学生提供满足当代劳动力市场需求的能力。

Transformational leadership is essential in ushering in Education 4.0 within higher education, transcending mere technological adoption to fundamentally restructure educational strategies, pedagogies, and outcomes for the 21st-century workforce. Education 4.0, as outlined by the World Economic Forum (2023), signifies a comprehensive transformation towards critical thinking, creativity, collaboration, and digital literacy. This shift demands leadership that integrates technology and reshapes the educational landscape to be more adaptive, innovative, and student-centred, ensuring practices are both technologically advanced and pedagogically robust (Hamzah et al., 2024).
变革型领导对于在高等教育领域引入教育 4.0 至关重要，超越单纯的技术采用，从根本上重组 21 世纪劳动力的教育策略、教学法和成果。正如世界经济论坛（2023 年）所概述的，教育 4.0 意味着向批判性思维、创造力、协作和数字素养的全面转变。这种转变需要领导力整合技术并重塑教育格局，使其更具适应性、创新性和以学生为中心，确保实践技术先进且教学稳健（Hamzah 等，2024）。

This paper explores the critical interaction between transformational leadership and Education 4.0, demonstrating how visionary leadership is instrumental in sculpting the future of education. Examining theoretical foundations and applying empirical insights highlights such leadership's transformative impact on educational innovation and quality (Kılınç et al., 2024; Vermeulen et al., 2022). Addressing the complexities and opportunities of Education 4.0, the analysis provides actionable recommendations for leaders and policymakers to foster an educational environment that meets the evolving demands of our digital era (Knight et al., 2023; McCarthy et al., 2023).
本文探讨了变革型领导力与教育 4.0 之间的关键相互作用，展示了富有远见的领导力如何有助于塑造教育的未来。检验理论基础并应用实证见解强调了这种领导力对教育创新和质量的变革性影响（Kılınç 等人，2024 年；Vermeulen 等人，2022 年）。针对教育 4.0 的复杂性和机遇，该分析为领导者和政策制定者提供了可行的建议，以培育满足数字时代不断变化的需求的教育环境（Knight 等人，2023 年；McCarthy 等人，2023 年）。

In adopting a conceptual review methodology, this study meticulously compiles, analyses, and interprets existing literature on transformational leadership and Education 4.0 within higher education frameworks. We systematically examine peer-reviewed articles, seminal texts, and case studies to unravel the dynamics between leadership and educational innovation. This process enables a deeper understanding of current discourse and identifies gaps and opportunities for future research. The selection criteria for sources included relevance to the themes of transformational leadership and Education 4.0, contributions to theoretical or practical knowledge, and insights into the implementation challenges and successes within diverse educational settings.
本研究采用概念审查方法，精心汇编、分析和解释了高等教育框架内有关变革型领导力和教育 4.0 的现有文献。我们系统地研究同行评审的文章、开创性的文本和案例研究，以揭示领导力和教育创新之间的动态。这个过程可以更深入地理解当前的讨论，并确定未来研究的差距和机会。来源的选择标准包括与变革型领导力和教育 4.0 主题的相关性、对理论或实践知识的贡献，以及对不同教育环境中实施挑战和成功的见解。

Transformational Leadership

Transformational leadership is a leadership paradigm that prioritises the dedication and capability of individuals within an organisation (Asbari, 2020; Burn, 1978; Hai et al., 2021). The transformational leadership paradigm fosters commitment among education workers to enhance educational institutions collaboratively (Prestiadi, 2020; Saad Alessa, 2021). More remarkable dedication will help institutions attain their educational objectives. Transformational leadership is characterised by a leader's ability to inspire and motivate followers to achieve exceptional outcomes beyond their expected accomplishments (Alsayyed et al., 2020; Bojovic & Jovanovic, 2020; Crowley, 2022). This process includes formulating a forward-looking perspective, questioning the existing state of affairs, and enabling individuals to achieve their utmost capabilities.
变革型领导是一种优先考虑组织内个人的奉献和能力的领导范式（Asbari，2020；Burn，1978；Hai 等，2021）。变革型领导范式促进教育工作者致力于协作加强教育机构（Prestiadi，2020；Saad Alessa，2021）。更加卓越的奉献精神将帮助机构实现其教育目标。变革型领导的特点是领导者有能力激励和激励追随者取得超出预期的卓越成果（Alsayyed et al., 2020; Bojovic & Jovanovic, 2020; Crowley, 2022）。这个过程包括制定前瞻性的观点、质疑现有的状况以及使个人能够发挥最大的能力。

This leadership strategy extends well beyond fundamental transactional interactions, emphasising the transformative impact it can have on individuals and organisations, with the ultimate goal of realising superior levels of performance and growth (Samad et al., 2022). The essence of transformational leadership lies in its ability to inspire and motivate followers by demonstrating a unique blend of charismatic leadership, intellectual stimulation, and individualised consideration (Diana, 2022; Kehr et al., 2021; Syarifuddin, 2023). Transformational leaders prioritise their followers' personal and professional growth while ensuring that current tasks are completed. They aim to establish a shared vision in the workplace, encouraging collaboration. This approach enables transformational leaders to bring about impactful changes in organisational structure, promote innovation, and cultivate a dynamic and forward-thinking culture aligned with the organisation's overarching objectives (Yusup & Maulani, 2023).
这种领导力战略远远超出了基本的交易互动，强调它可以对个人和组织产生变革性影响，最终目标是实现卓越的绩效和增长水平（Samad 等，2022）。变革型领导力的本质在于其通过展示魅力型领导力、智力刺激和个性化考虑的独特结合来激励和激励追随者的能力（Diana，2022；Kehr et al.，2021；Syarifuddin，2023）。变革型领导者优先考虑追随者的个人和职业成长，同时确保完成当前任务。他们的目标是在工作场所建立共同愿景，鼓励合作。这种方法使变革型领导者能够在组织结构中带来有影响力的变化，促进创新，并培养与组织总体目标相一致的动态和前瞻性文化（Yusup & Maulani，2023）。

Transformational leadership is essential in empowering individuals, fostering personal growth, and promoting collaboration, resulting in positive organisational changes and improved performance. Leaders who inspire transformation encourage followers to exceed their limitations and work together towards a common goal (Alblooshi et al., 2021; Usman, 2022; Schiuma et al., 2022). This approach leads to significant improvements in organisational outcomes and cultivates a culture of innovation, commitment, and collective accomplishment. By unlocking the potential of individuals and promoting interaction within teams, this leadership style enables significant and sustainable progress for organisations.
变革型领导对于赋予个人权力、促进个人成长和促进协作至关重要，从而带来积极的组织变革和绩效提高。激发变革的领导者鼓励追随者超越自身局限性，共同努力实现共同目标（Alblooshi 等人，2021；Usman，2022；Schuma 等人，2022）。这种方法可以显着改善组织成果，并培养创新、承诺和集体成就的文化。通过释放个人潜力并促进团队内部互动，这种领导风格可以为组织带来重大且可持续的进步。

Overview of Education 4.0
教育4.0概述

Education 4.0 is an innovative method of education that utilises cutting-edge technologies to equip learners with the necessary skills for the digital era (Prestiadi, 2020; Tandon & Tandon, 2020). The emphasis is on individualised and interactive educational experiences, integrating technology such as artificial intelligence, machine learning, virtual reality, and big data analytics. This student-centred paradigm seeks to deviate from standardised methodologies and address individual needs and interests.
教育 4.0 是一种创新的教育方法，利用尖端技术为学习者提供数字时代所需的技能（Prestiadi，2020；Tandon & Tandon，2020）。重点是个性化和互动的教育体验，整合人工智能、机器学习、虚拟现实和大数据分析等技术。这种以学生为中心的范式寻求偏离标准化方法并满足个人需求和兴趣。

Education 4.0 revolutionises learning by nurturing critical thinking, creativity, and problem-solving skills through interactive and project-based activities, enhancing student engagement and knowledge retention via gamification and interactive platforms. Tailored to meet industry demands, it equips students with the digital literacy and essential skills needed for professional success, bridging the gap between traditional education and the evolving digital workforce (Khan et al., 2022; Khuraisah et al., 2020; Promrub & Sanrattana, 2022). This approach ensures students are proficient in theoretical knowledge and prepared to apply their skills in practical scenarios, making them highly adaptable and sought after in the digital age.
教育 4.0 通过互动和基于项目的活动培养批判性思维、创造力和解决问题的能力，通过游戏化和互动平台提高学生的参与度和知识保留，从而彻底改变学习方式。它专为满足行业需求而定制，为学生提供职业成功所需的数字素养和基本技能，弥合传统教育与不断发展的数字劳动力之间的差距（Khan 等人，2022 年；Khuraisah 等人，2020 年；Promrub 和 Sanrattana） ，2022）。这种方法确保学生精通理论知识，并准备好将他们的技能应用到实际场景中，使他们具有高度的适应能力并在数字时代受到追捧。

Implementing Education 4.0 faces challenges such as unequal access to digital resources and technology, necessitating a focus on equitable technology distribution, addressing socioeconomic disparities, and supporting marginalised communities (Banerjee, 2020; Chan, 2022; Gonzales et al., 2021; Kraugusteeliana, 2023; Soleas, 2020). Essential steps include investing in technology infrastructure, comprehensive teacher training, and ongoing support for effective integration. Education 4.0, a significant shift towards technology-driven education, offers the potential to transform teaching and learning. By overcoming these obstacles and ensuring fair access, Education 4.0 can establish a holistic educational system that equips students with essential skills for the modern world, making education more inclusive and effective (Ajaps, 2023; Bass, 2023; Kjellgren & Richter, 2021; Madgafurova, 2023).
实施教育 4.0 面临挑战，例如数字资源和技术的获取不平等、需要关注公平的技术分配、解决社会经济差距以及支持边缘化社区（Banerjee，2020；Chan，2022；Gonzales 等，2021；Kraugusteliana，2023）索莱斯，2020）。基本步骤包括投资技术基础设施、全面的教师培训以及对有效整合的持续支持。教育 4.0 是向技术驱动教育的重大转变，提供了改变教学和学习的潜力。通过克服这些障碍并确保公平的机会，教育 4.0 可以建立一个整体的教育体系，为学生提供现代世界的基本技能，使教育更加包容和有效（Ajaps，2023；Bass，2023；Kjellgren & Richter，2021；Madgafurova） ，2023）。

The concept of Education 4.0 has evolved significantly, reflecting the rapid technological advancements and changing global educational needs. In this revised section, we explore the definition of Education 4.0, drawing upon authoritative sources, including insights from the World Economic Forum. Expanded narrative explores the multifaceted aspects of Education 4.0, highlighting technological advancements and pedagogical innovations reshaping the educational landscape.
教育4.0的概念已经发生了重大演变，反映了快速的技术进步和不断变化的全球教育需求。在修订后的部分中，我们借鉴权威资料，包括世界经济论坛的见解，探讨教育 4.0 的定义。扩展叙述探讨了教育 4.0 的多方面，强调重塑教育格局的技术进步和教学创新。

Education 4.0 represents a paradigm shift towards more student-centred learning, emphasising the importance of developing critical thinking, creativity, and problem-solving skills. This approach prepares students to navigate the complexities of the 21st century, underscoring the evolving role of educators in facilitating a learning environment that fosters these essential competencies. The integration of digital technologies catalyses methodological shifts in teaching and learning processes, driving changes in curriculum design to better align with the demands of a digitally driven global economy.
教育 4.0 代表了向以学生为中心的学习的范式转变，强调培养批判性思维、创造力和解决问题技能的重要性。这种方法帮助学生做好应对 21 世纪复杂性的准备，强调教育工作者在促进培养这些基本能力的学习环境中不断变化的作用。数字技术的整合促进了教学过程中方法论的转变，推动课程设计的变化，以更好地满足数字驱动的全球经济的需求。

Moreover, the discussion on Education 4.0 is enriched by incorporating specific references to the World Economic Forum's framework, which outlines critical components of this educational model. By aligning discussion with globally recognised perspectives on academic innovation and reform, we aim to comprehensively understand Education 4.0 as a holistic approach to reimagining education for the digital age. This section examines how Education 4.0 extends beyond mere technological integration, advocating for a complete reevaluation of how education is delivered, experienced, and valued in society.
此外，通过纳入对世界经济论坛框架的具体参考，丰富了关于教育 4.0 的讨论，该框架概述了该教育模式的关键组成部分。通过将讨论与全球公认的学术创新和改革观点结合起来，我们的目标是全面理解教育 4.0 作为重新构想数字时代教育的整体方法。本节探讨教育 4.0 如何超越单纯的技术集成，倡导对教育在社会中的提供方式、体验和价值进行全面重新评估。

In embracing a broader and more comprehensive perspective on Education 4.0, this paper contributes to the ongoing discourse on the evolution of educational paradigms. Including diverse elements, from pedagogical strategies to curriculum development, highlights the comprehensive nature of Education 4.0 and its potential to revolutionise the academic experience. By examining these components in depth, we underscore the critical importance of transformational leadership in navigating and shaping the future of education in a rapidly changing world.
本文采用更广泛、更全面的教育 4.0 视角，为当前关于教育范式演变的讨论做出了贡献。涵盖从教学策略到课程开发等多种要素，凸显了教育 4.0 的综合性及其彻底改变学术体验的潜力。通过深入研究这些组成部分，我们强调变革型领导力对于在快速变化的世界中引导和塑造教育的未来至关重要。

Importance of Transformational Leadership in Higher Education
高等教育中变革型领导的重要性

Transformational leadership is crucial in steering educational institutions towards success in the digital era within Education 4.0 (Fatmawaty et al., 2023; Mandagi et al., 2023; Prestiadi & Sumarsono, 2020). These leaders motivate their teams to adopt a shared vision of constructive change and advancement (Davidavičienė et al., 2020; Forner et al., 2020; Jaroliya & Gyanchandani, 2021; Mysirlaki & Paraskeva, 2020; Orsini & Rodrigues 2020; Peng et al., 2021; Soleas, 2020). They possess a distinct and well-defined outlook on the future of education, effectively inspire and enable their team members, and give priority to individual development.
变革型领导力对于引导教育机构在教育 4.0 的数字时代取得成功至关重要（Fatmawaty 等人，2023 年；Mandagi 等人，2023 年；Prestiadi 和 Sumarsono，2020 年）。这些领导者激励他们的团队采取建设性变革和进步的共同愿景（Davidavičienė et al., 2020; Forner et al., 2020; Jaroliya & Gyanchandani, 2021; Mysirlaki & Paraskeva, 2020; Orsini & Rodrigues 2020; Peng et al. .，2021；索莱斯，2020）。他们对教育的未来有着清晰明确的愿景，有效地激励和赋能团队成员，并优先考虑个人发展。

Transformational leadership plays a vital role in Education 4.0 by effectively dealing with the opportunities and difficulties presented by digital breakthroughs (Bonfield et al., 2020; Supermane, 2020). Educational institutions must adjust to the swiftly advancing technology and exploit its potential to augment teaching and learning. Transformational leaders cultivate an atmosphere that promotes innovation, inspires educators to experiment with novel instructional methods, use technology, and utilise data for well-informed decision-making (Carpio-Mendoza et al., 2023; Klaic et al., 2020; Lei et al., 2020; Owusu-Agyeman, 2021)
变革型领导力通过有效应对数字突破带来的机遇和困难，在教育 4.0 中发挥着至关重要的作用（Bonfield 等，2020；Supermane，2020）。教育机构必须适应快速发展的技术，并利用其潜力来增强教学。变革型领导者营造一种促进创新、激励教育工作者尝试新颖的教学方法、使用技术并利用数据做出明智决策的氛围（Carpio-Mendoza 等，2023；Klaic 等，2020；Lei 等）等，2020；奥乌苏-阿吉曼，2021）

Moreover, transformational leadership is essential in establishing a learning environment that prioritises the needs and interests of students (Othman & Hamid, 2023). Education 4.0 prioritises individualised instruction and transformative leaders engaging students in learning, promoting active involvement and acknowledging and fostering their distinct talents. The institution creates a supportive and all-encompassing learning atmosphere that highly regards student participation and independence (Susilawati, 2021).
此外，变革型领导力对于建立优先考虑学生需求和兴趣的学习环境至关重要（Othman & Hamid，2023）。教育 4.0 优先考虑个性化教学和变革型领导者，让学生参与学习、促进积极参与、承认和培养他们的独特才能。该机构营造了一种支持性和全方位的学习氛围，高度重视学生的参与和独立性（Susilawati，2021）。

In the era of Education 4.0, fostering collaboration and building strong relationships within the educational community is crucial. The successful integration of technology and instructional approaches greatly depends on educators working together. This collaboration is essential for implementing technological tools and sharing knowledge, ideas, and exemplary practices. Transformational leaders are pivotal in creating and nurturing a collaborative environment within educational institutions. These leaders encourage educators to come together, exchange innovative methods, cooperate on joint initiatives, and acquire knowledge from one another, facilitating continuous growth and improvement in education (Admiraal et al., 2021; Billingsley et al., 2020; Hartiwi et al., 2020; Karlberg & Bezzina, 2022; Özdemir et al., 2020). Ultimately, this collaborative environment empowers educators to enhance their teaching practices, engage students more effectively, and collectively contribute to advancing education in the digital age.
在教育 4.0 时代，在教育界促进协作并建立牢固的关系至关重要。技术和教学方法的成功整合很大程度上取决于教育工作者的共同努力。这种合作对于实施技术工具和分享知识、想法和示范实践至关重要。变革型领导者对于在教育机构内创建和培育协作环境至关重要。这些领导人鼓励教育工作者聚集在一起，交流创新方法，开展联合倡议合作，并相互获取知识，促进教育的持续增长和改进（Admiraal 等，2021；Billingsley 等，2020；Hartiwi 等，2021）。 ，2020；Karlberg 和 Bezzina，2022；Özdemir 等人，2020）。最终，这种协作环境使教育工作者能够增强他们的教学实践，更有效地吸引学生，并共同为推进数字时代的教育做出贡献。

Transformational leadership equips educational leaders with the ability to effectively overcome challenges and leverage the opportunities offered by Education 4.0, fostering a culture of originality and innovation (Purwanto et al., 2020; Zainal & Mohd Matore, 2021). These leaders enhance educational quality by prioritising student needs and interests, building strong collaborative networks, and equipping students with critical digital-age skills. This holistic approach improves educational standards and prepares students to thrive in a rapidly evolving technological landscape, ensuring they are well-equipped to meet future demands.
变革型领导使教育领导者能够有效克服挑战并利用教育 4.0 提供的机遇，培育原创和创新文化（Purwanto 等人，2020 年；Zainal 和 Mohd Matore，2021 年）。这些领导者通过优先考虑学生的需求和兴趣、建立强大的协作网络以及为学生提供关键的数字时代技能来提高教育质量。这种整体方法提高了教育标准，帮助学生在快速发展的技术环境中茁壮成长，确保他们有能力满足未来的需求。

In the era of Education 4.0, the successful integration of technology and instructional approaches greatly depends on educators working together (Dexter & Richardson, 2020; Valverde-Berrocoso et al, 2021). This collaboration is essential for implementing technological tools and sharing knowledge, ideas, and exemplary practices. Transformational leaders are pivotal in creating and nurturing a collaborative environment within educational institutions. These leaders encourage educators to come together, exchange innovative methods, cooperate on joint initiatives, and acquire knowledge from one another, facilitating continuous growth and improvement in education. Ultimately, this collaborative environment empowers educators to enhance their teaching practices, engage students more effectively, and collectively contribute to advancing education in the digital age (Bonfield et al., 2020; Starkey, 2020).
在教育 4.0 时代，技术和教学方法的成功融合很大程度上取决于教育工作者的共同努力（Dexter & Richardson，2020；Valverde-Berrocoso 等，2021）。这种合作对于实施技术工具和分享知识、想法和示范实践至关重要。变革型领导者对于在教育机构内创建和培育协作环境至关重要。这些领导人鼓励教育工作者聚集在一起，交流创新方法，开展联合倡议合作，并相互获取知识，促进教育的持续发展和改进。最终，这种协作环境使教育工作者能够增强他们的教学实践，更有效地吸引学生，并共同为推进数字时代的教育做出贡献（Bonfield 等，2020；Starkey，2020）。

Recognising the critical role of transformational leaders in creating such dynamic educational environments and exploring how these leaders are cultivated is imperative. The development of transformational leadership qualities essential for navigating Education 4.0's challenges encompasses targeted strategies. These include professional development programs that enhance visionary and adaptive leadership capabilities, mentorship, and peer networks that encourage sharing innovative practices and opportunities for leaders to manage creative projects (Hashimy et al., 2023: Kilag et al, 2024). Such initiatives augment educational leaders' adaptability and responsiveness and reinforce the collaborative networks crucial for integrating technology and instructional approaches effectively. By focusing on these developmental strategies, educational institutions can ensure their leadership is well-equipped to foster a culture that embraces and thrives on the principles of Education 4.0 (Ationg et al., 2023; Sopian et al., 2023).
认识到变革型领导者在创造这种充满活力的教育环境中的关键作用并探索如何培养这些领导者势在必行。变革型领导素质的发展对于应对教育 4.0 的挑战至关重要，其中包括有针对性的战略。其中包括增强有远见和适应性的领导能力的专业发展计划、指导和鼓励领导者分享创新实践和机会来管理创意项目的同伴网络（Hashimy 等人，2023 年：Kilag 等人，2024 年）。这些举措增强了教育领导者的适应性和响应能力，并加强了对于有效整合技术和教学方法至关重要的协作网络。通过关注这些发展战略，教育机构可以确保其领导层有能力培育一种拥抱教育 4.0 原则并在其基础上蓬勃发展的文化（Ationg 等人，2023 年；Sopian 等人，2023 年）。

Past Approaches to Leadership in Higher Education
过去的高等教育领导力方法

Traditionally, leadership in higher education frequently adhered to a hierarchical and bureaucratic methodology. The decision-making process was centralised, with authoritative directions from higher authorities and minimal involvement from academics and students. The main emphasis was on upholding stability and safeguarding traditions. Leaders were perceived as individuals who primarily fulfilled administrative roles rather than actively driving and implementing transformative changes. Nevertheless, with the progression of higher education, there is an increasing acknowledgement of the necessity for transformative leadership (Usman, 2020). Transformational leaders in higher education institutions inspire and motivate individuals, creating an environment that promotes ongoing progress and flexibility.
传统上，高等教育的领导经常遵循等级制和官僚主义的方法。决策过程是集中的，上级权威指示，学者和学生的参与很少。主要重点是维护稳定和维护传统。领导者被认为主要履行行政职责，而不是积极推动和实施变革。然而，随着高等教育的进步，人们越来越认识到变革型领导的必要性（Usman，2020）。高等教育机构的变革型领导者激励和激励个人，创造一个促进持续进步和灵活性的环境。

Traditional Leadership in Higher Education
高等教育中的传统领导力

Conventional leadership methods have historically been widespread in higher education settings (Adame et al., 2021; Karsono et al., 2022; Musundire, 2021). These styles generally prioritise stability and upholding the existing state of affairs rather than emphasising innovation and change. Autocratic and bureaucratic leadership are two prevalent traditional leadership types in higher education (Chhanwal& Deshmukh, 2020).
传统的领导方法历来在高等教育环境中广泛使用（Adame 等人，2021；Karsono 等人，2022；Musundire，2021）。这些风格通常优先考虑稳定和维护现有状况，而不是强调创新和变革。专制和官僚领导是高等教育中两种普遍存在的传统领导类型（Chhanwal＆Deshmukh，2020）。

Autocratic leadership is distinguished by a centralised decision-making process in which leaders possess substantial control and authority (Erdem, 2021; Fransen et al., 2020; Hogg, 2021). They exercise autonomy in decision-making, frequently without soliciting advice or feedback from academics and staff. This type of management can impede collaboration, suppress creativity, and establish a hierarchical power structure inside the organisation. Bureaucratic leadership, in contrast, mainly depends on rules, regulations, and established procedures (Zhang et al., 2022). Leaders who adopt this approach prioritise compliance with laws and guidelines, often sacrificing flexibility and adaptability. Implementing bureaucratic leadership can lead to sluggish decision-making procedures, restricted independence for academics and staff, and an inflexible organisational framework that may hinder innovation.
专制领导的特点是集中决策过程，其中领导者拥有实质性控制和权威（Erdem，2021；Fransen 等，2020；Hogg，2021）。他们在决策中行使自主权，通常不会征求学者和工作人员的建议或反馈。这种类型的管理会阻碍协作、抑制创造力并在组织内部建立等级权力结构。相比之下，官僚领导主要依赖于规则、法规和既定程序（Zhang et al., 2022）。采用这种方法的领导者优先考虑遵守法律和准则，通常会牺牲灵活性和适应性。实行官僚领导可能会导致决策程序缓慢、学者和工作人员的独立性受到限制，以及可能阻碍创新的不灵活的组织框架。

Autocratic and bureaucratic leadership styles may have been productive in previous times when stability and conformity were highly esteemed (Akonkwa et al., 2022; Moskovich, 2020; Soto-Morettini, 2023). Nevertheless, in the current dynamic higher education environment, these approaches can limit expansion and impede the capacity to adapt to emerging requirements.
在以前高度重视稳定性和一致性的时代，专制和官僚领导风格可能会很有成效（Akonkwa 等人，2022 年；Moskovich，2020 年；Soto-Morettini，2023 年）。然而，在当前充满活力的高等教育环境中，这些方法可能会限制扩张并阻碍适应新需求的能力。

It is noteworthy that although traditional leadership styles continue to exist, there is an increasing acknowledgement of the necessity for more flexible and transformative leadership techniques in higher education (Graham & Donaldson, 2020; Lamm et al., 2021). These strategies emphasise the importance of working together, fostering creativity, and creating a shared vision to address the problems and opportunities presented by Education 4.0.
值得注意的是，尽管传统的领导风格仍然存在，但人们越来越认识到高等教育中需要更灵活和变革性的领导技巧（Graham & Donaldson，2020；Lamm 等，2021）。这些战略强调了共同努力、培养创造力和创造共同愿景的重要性，以解决教育 4.0 带来的问题和机遇。

Limitations of Past Leadership Approaches in Education 4.0
过去教育 4.0 领导力方法的局限性

Applying previous leadership approaches in education may demonstrate constraints when implemented within the framework of Education 4.0. Conventional leadership styles, such as authoritarian or bureaucratic approaches, may need help effectively dealing with the distinct requirements of the digital era.
在教育 4.0 框架内实施时，在教育中应用以前的领导方法可能会受到限制。传统的领导风格，例如独裁或官僚方法，可能需要帮助有效地应对数字时代的独特要求。

A fundamental constraint is the absence of skill and flexibility. Education 4.0 necessitates leaders who can promptly and efficiently adapt to technological progress, shift student requirements, and evolve teaching methods (Costa et al., 2022). Conventional leadership styles frequently prioritise stability and strict adherence to established systems, which can impede creativity and the capacity to adopt new techniques.
一个基本的限制是缺乏技能和灵活性。教育 4.0 需要领导者能够迅速有效地适应技术进步、改变学生需求并发展教学方法（Costa 等，2022）。传统的领导风格经常优先考虑稳定性和严格遵守既定系统，这可能会阻碍创造力和采用新技术的能力。

The potential for a hierarchical approach to decision-making is a crucial consideration in Education 4.0. Collaborative and inclusive practices, where educators and students actively engage and take ownership, are fundamental for nurturing creativity and fostering a sense of ownership. However, traditional leadership methods relying on hierarchical structures and unilateral decision-making may hinder stakeholder involvement and dedication, limiting the potential for transformative change.
分层决策方法的潜力是教育 4.0 的一个关键考虑因素。教育工作者和学生积极参与并承担责任的协作和包容性实践是培养创造力和主人翁意识的基础。然而，依赖等级结构和单边决策的传统领导方法可能会阻碍利益相关者的参与和奉献，从而限制变革的潜力。

Furthermore, traditional approaches may need to focus more on cultivating a culture that encourages continuous learning and professional development. Education 4.0 prioritises continuous learning throughout one's life, integrating new technology, and adjusting to a swiftly evolving information environment. Leaders should cultivate a growth mentality and provide constant training and skill enhancement for professors and staff.
此外，传统方法可能需要更多地关注培养鼓励持续学习和专业发展的文化。教育 4.0 优先考虑终生持续学习、整合新技术并适应快速发展的信息环境。领导者应该培养成长心态，为教授和员工提供持续的培训和技能提升。

Adopting transformational leadership strategies prioritising creativity, cooperation, and adaptation in the context of Education 4.0 is imperative to address these constraints. These techniques give stakeholders more influence, encourage a shared vision, and allow educators to handle the challenges and possibilities of the digital age effectively.
在教育 4.0 背景下，采取优先考虑创造力、合作和适应的变革型领导战略对于解决这些限制势在必行。这些技术赋予利益相关者更大的影响力，鼓励共同的愿景，并使教育工作者能够有效应对数字时代的挑战和可能性。

Current Landscape of Transformational Leadership in Higher Education
高等教育变革型领导力的现状

Transformational leadership is increasingly acknowledged as a successful method for promoting good change and innovation in the present higher education environment. Academic establishments increasingly emphasise the significance of forward-thinking leadership, enabling individuals, cultivating a collaborative culture, and adopting technology integration (Sirat & Wan, 2022). Leaders in higher education who possess transformational qualities can inspire and motivate teachers, staff, and students to achieve their maximum capabilities, adjust to technological progress, and improve the entire educational experience. Transformational leadership influences the future of higher education by advocating a shared vision, cultivating a mindset focused on learning and encouraging cooperation.
变革型领导越来越被认为是在当前高等教育环境中促进良好变革和创新的成功方法。学术机构越来越强调前瞻性领导力、支持个人、培养协作文化和采用技术集成的重要性（Sirat & Wan，2022）。具有变革性素质的高等教育领导者可以激励和激励教师、教职员工和学生发挥最大能力，适应技术进步，并改善整个教育体验。变革型领导力通过倡导共同愿景、培养专注于学习的心态和鼓励合作来影响高等教育的未来。

Integration of Technology and Education in Higher Education
高等教育中技术与教育的融合

Incorporating technology in higher education has become more widespread, revolutionising student learning and teacher instruction methods. This integration can improve the educational experience by granting access to various materials, fostering interactive and collaborative learning, and equipping students for the digital era.
将技术融入高等教育已变得更加普遍，彻底改变了学生的学习和教师的教学方法。这种集成可以通过允许访问各种材料、促进互动和协作学习以及为学生做好数字时代的准备来改善教育体验。

Technology integration provides a notable advantage in terms of accessibility. Online learning platforms, digital textbooks, and multimedia tools enable students to conveniently and flexibly access educational information anytime and from any location. This adaptability caters to various learning preferences and allows for learning at one's own pace.
技术集成在可访问性方面提供了显着的优势。在线学习平台、数字教材和多媒体工具使学生能够随时随地方便、灵活地获取教育信息。这种适应性迎合了各种学习偏好，并允许按照自己的进度进行学习。

Moreover, technology enables interactive and cooperative learning experiences. Virtual classrooms, video conferencing, and online discussion forums facilitate student interaction with classmates and teachers, promoting active engagement and knowledge exchange (Zeeshan et al., 2022). Furthermore, technology reduces customised learning experiences by utilising adaptive learning platforms that customise information according to the specific needs of each learner.
此外，技术实现了互动和合作的学习体验。虚拟教室、视频会议和在线讨论论坛促进学生与同学和老师的互动，促进积极参与和知识交流（Zeeshan et al., 2022）。此外，技术利用自适应学习平台根据每个学习者的具体需求定制信息，从而减少了定制学习体验。

Finally, incorporating technology in higher education provides students with essential digital literacy skills required in today's professional environment. Technology-enhanced learning settings foster the development of digital literacy, critical thinking, and problem-solving skills. Nevertheless, it is crucial to consider challenges such as guaranteeing fair and equal access, tackling the disparity in digital resources, and upholding the standards of online education. However, incorporating technology in higher education can profoundly transform instruction methods and knowledge acquisition, equipping students with the necessary skills to navigate the digital and linked world they will encounter after completing their studies.
最后，将技术融入高等教育可为学生提供当今专业环境所需的基本数字素养技能。技术增强的学习环境可促进数字素养、批判性思维和解决问题技能的发展。尽管如此，考虑诸如保证公平和平等的访问、解决数字资源的不平等以及维护在线教育的标准等挑战至关重要。然而，将技术融入高等教育可以深刻改变教学方法和知识获取，使学生具备必要的技能，以驾驭完成学业后将遇到的数字和互联世界。

Transformational Leadership and Technological Adaptation
变革型领导和技术适应

Transformational leadership is essential for assisting organisations in adapting to technological changes. This leadership style prioritises the encouragement and motivation of individuals to reach their maximum capabilities while cultivating a culture that promotes creativity and the ability to adjust to new circumstances (Matos and Kasztelnik, 2021).
变革型领导力对于协助组织适应技术变革至关重要。这种领导风格优先考虑鼓励和激励个人发挥最大能力，同时培养一种促进创造力和适应新环境能力的文化（Matos 和 Kasztelnik，2021）。

Regarding technological adaption, transformational leaders can successfully convey the vision for change, highlighting the advantages and possibilities technology may offer the organisation. They motivate people to adopt emerging technology by fostering a collective sense of mission and enthusiasm.
在技​​术适应方面，变革型领导者可以成功传达变革愿景，强调技术可能为组织提供的优势和可能性。它们通过培养集体使命感和热情来激励人们采用新兴技术。

Transformational leaders also foster a culture of continuous learning inside the organisation (Ahmad & Rochimah, 2021). They promote ongoing professional growth and offer opportunities for individuals to obtain the requisite expertise and knowledge to adjust to technological advancements effectively. Leaders cultivate a learning culture to guarantee that staff possess the necessary skills to handle the ever-changing technological landscape.
变革型领导者还会在组织内部培养持续学习的文化（Ahmad & Rochimah，2021）。它们促进持续的专业发展，并为个人提供获得必要的专业知识和知识以有效适应技术进步的机会。领导者培育学习文化，以确保员工拥有应对不断变化的技术环境所需的技能。

Moreover, transformational leaders empower employees to assume responsibility for technological adaptation. They entrust authority and foster independence, enabling individuals to engage in experimentation, innovation, and the discovery of imaginative solutions. This strategy enhances staff involvement and cultivates a feeling of responsibility for the technical modifications, resulting in increased dedication and achievement.
此外，变革型领导者授权员工承担技术适应的责任。他们赋予权力并培养独立性，使个人能够参与实验、创新和发现富有想象力的解决方案。该策略增强了员工的参与度并培养了对技术修改的责任感，从而提高了奉献精神和成就。

To summarise, transformational leadership is crucial in steering organisations through adapting to new technologies. Transformational leaders may enable the successful integration and utilisation of technology within organisations by employing effective communication, cultivating a learning mentality, and empowering staff.
总而言之，变革型领导对于引导组织适应新技术至关重要。变革型领导者可以通过有效的沟通、培养学习心态和赋予员工权力，在组织内成功整合和利用技术。

Transformational Leadership Practices in Higher Education: Examples
高等教育中的变革型领导实践：示例

Transformational leadership methods are recognised in higher education as an effective way to motivate and empower individuals within educational organisations (Al-Husseini et al., 2021; Saad Alessa, 2021). These techniques foster positive transformation, innovation, and collaboration, ultimately enhancing student achievement.
变革型领导方法在高等教育中被认为是在教育组织内激励和赋权个人的有效方式（Al-Husseini 等，2021；Saad Alessa，2021）。这些技术促进积极的转变、创新和协作，最终提高学生的成绩。

The University of Malaya established the Empowering Leaders for Excellence in Academics and Education (ELITE) program to foster visionary leadership among its members. The program involved workshops, seminars, and mentorship to teach academics, administrators, and staff leadership skills. As a result of this effort, Malaya University (UM) has developed a culture of leadership excellence, equipping individuals with essential skills and knowledge to improve teaching, research, and overall institutional performance.
马来亚大学设立了“卓越学术和教育领袖赋权”（ELITE）计划，以培养其成员的有远见的领导力。该计划包括讲习班、研讨会和指导，以教授学者、管理人员和员工的领导技能。通过这些努力，马来亚大学 (UM) 形成了一种卓越领导文化，为个人提供必要的技能和知识，以提高教学、研究和整体机构绩效。

Universiti Teknologi Malaysia (UTM) has made remarkable strides in academia under the dynamic leadership of Professor Zaini Ujang. The UTM Research Management Centre has streamlined research and funding processes, while the Innovation and Commercialization Centre has fostered entrepreneurship. Furthermore, UTM has partnered with Microsoft to enhance digital literacy, showcasing the university's commitment to progress, research, industry relationships, and technology adoption in higher education. These initiatives are a testament to the transformative leadership that drives UTM forward.
在 Zaini Ujang 教授的积极领导下，马来西亚工艺大学 (UTM) 在学术界取得了显着的进步。 UTM 研究管理中心简化了研究和资助流程，而创新和商业化中心则培育了创业精神。此外，UTM 还与微软合作提高数字素养，展示了该大学对高等教育进步、研究、行业关系和技术采用的承诺。这些举措证明了推动 UTM 前进的变革性领导力。

INTI University boasts an esteemed Industry Advisory Board (IAB) comprising experts from diverse fields. The IAB's paramount goal is to ensure the university's courses align with the latest industry standards. The collaboration between the IAB and industry specialists ensures that the programmes offered by INTI are current, enhancing students' readiness for the workforce. This approach forges a strong link between education and real-world practicalities, equipping students with the necessary skills to thrive in their chosen careers.
英迪大学拥有一个受人尊敬的行业咨询委员会（IAB），由来自不同领域的专家组成。 IAB 的首要目标是确保大学的课程符合最新的行业标准。 IAB 和行业专家之间的合作确保英迪提供的课程是最新的，从而提高学生为就业做好准备。这种方法在教育和现实世界的实践之间建立了牢固的联系，为学生提供了在他们所选择的职业中茁壮成长所需的技能。

Taylor's University has recognised the importance of technology in education and has implemented a comprehensive plan for complete digital transformation. This plan includes adopting new digital technologies, platforms, and sophisticated pedagogical approaches to enhance the quality of education. Administrators at Taylor's University have encouraged educators to incorporate new technologies and revolutionise their instructional methods. As a result, students at Taylor's University have shown higher levels of engagement, increased access to a broader range of materials, and improved collaboration among teachers.
泰莱大学已经认识到技术在教育中的重要性，并实施了全面的数字化转型计划。该计划包括采用新的数字技术、平台和复杂的教学方法来提高教育质量。泰莱大学的管理人员鼓励教育工作者采用新技术并彻底改变他们的教学方法。结果，泰莱大学的学生表现出了更高的参与度，增加了获得更广泛材料的机会，并改善了教师之间的合作。

In higher education, transformational leadership techniques encompass the establishment of a compelling vision, the provision of individualised support, the promotion of innovation, and the nurturing of collaboration. These strategies enable educators to enhance educational institutions' overall success and progress.
在高等教育中，变革型领导技巧包括建立令人信服的愿景、提供个性化支持、促进创新和培养协作。这些策略使教育工作者能够提高教育机构的整体成功和进步。

Future Perspectives for Transformational Leadership in Education 4.0
教育变革领导力 4.0 的未来展望

In the current age of Education 4.0, the role of transformative leadership cannot be overstated. As technology continues to advance at an incredible pace, educational leaders must take charge of the evolving academic landscape by embracing and integrating emerging technologies, fostering a culture of creativity and innovation, and promoting digital literacy among both students and teachers (Bergdahl & Nouri, 2021; Kilag et al., 2023; Kruse et al., 2020; Montgomery, 2020). Additionally, addressing ethical and equity concerns arising from integrating technology is essential. The key to success lies in forging partnerships with industry, implementing interdisciplinary approaches, and prioritising continuous learning. By leveraging transformative leadership, educators can create a dynamic, student-centric, and future-oriented educational environment that equips students for success in an ever-changing world.
在当前的教育 4.0 时代，变革型领导的作用怎么强调都不为过。随着技术继续以令人难以置信的速度发展，教育领导者必须通过拥抱和整合新兴技术、培养创造力和创新文化以及提高学生和教师的数字素养来掌控不断变化的学术格局（Bergdahl & Nouri，2021）基拉格等人，2023；蒙哥马利，2020）。此外，解决因整合技术而产生的道德和公平问题至关重要。成功的关键在于与行业建立合作伙伴关系、实施跨学科方法并优先考虑持续学习。通过利用变革型领导力，教育工作者可以创造一个充满活力、以学生为中心、面向未来的教育环境，帮助学生在不断变化的世界中取得成功。

Anticipated Changes and Challenges in Higher Education
高等教育的预期变化和挑战

Higher education is expected to substantially transform and confront many obstacles in the upcoming years. The ongoing technological progress will reshape the educational environment, necessitating institutions to adjust and efficiently utilise digital tools. Online and hybrid learning formats are anticipated to become increasingly widespread, enabling enhanced flexibility and accessibility (Keiper et al., 2021; Liu, 2021). Nevertheless, guaranteeing the calibre and efficacy of these educational methods will pose a crucial obstacle.
预计高等教育将在未来几年发生重大转变并面临许多障碍。持续的技术进步将重塑教育环境，要求机构调整并有效利用数字工具。在线和混合学习形式预计将变得越来越普遍，从而增强灵活性和可访问性（Keiper 等人，2021 年；Liu，2021 年）。然而，保证这些教育方法的质量和有效性将构成一个重大障碍。

In today's world, industries are undergoing rapid transformations, which means a persistent need for continuous learning and acquiring new skills (Burbules et al., 2020; Machkour & Abriane, 2020; Mohamed Hashim et al., 2022). To cater to the varied requirements of learners, higher education institutions must offer adaptable and individualised learning routes. However, institutions will require assistance balancing affordability and retaining academic performance, given the increasing cost of education and the necessity for financial sustainability.
当今世界，各行业正在经历快速转型，这意味着持续需要不断学习和获取新技能（Burbules 等，2020；Machkour 和 Abriane，2020；Mohamed Hashim 等，2022）。为了满足学习者的不同需求，高等教育机构必须提供适应性强、个性化的学习路线。然而，鉴于教育成本不断增加以及财务可持续性的必要性，各机构将需要平衡负担能力和保持学业成绩的援助。

In the coming years, it is crucial to prioritise fairness, diversity, and inclusivity. Educational institutions should focus on creating inclusive environments that promote the well-being of all individuals, especially those who belong to underrepresented groups and foster a strong sense of belonging. It is essential to narrow the achievement gap and ensure that everyone has equitable access to educational opportunities. Visionary leadership, creative education strategies, and a commitment to continuous improvement and adaptation are necessary to effectively address the anticipated changes and challenges.
未来几年，优先考虑公平、多样性和包容性至关重要。教育机构应注重创造包容性环境，促进所有人的福祉，特别是那些属于代表性不足群体的人，并培养强烈的归属感。缩小成绩差距并确保每个人都能公平地获得教育机会至关重要。为了有效应对预期的变化和挑战，有远见的领导力、创造性的教育策略以及对持续改进和适应的承诺是必要的。

Potential Benefits of Transformational Leadership in Education 4.0
教育变革型领导力 4.0 的潜在好处

Utilising transformational leadership in the context of Education 4.0 has the potential to bring numerous benefits. This leadership style can inspire and motivate educators and students, encouraging them to embrace and adapt to changes and promoting a culture of innovation and flexibility (Al-Husseini et al., 2021; Sciarelli et al., 2020). Transformational leaders can help individuals take ownership of their learning and personal growth, leading to increased academic involvement and better academic outcomes.
在教育 4.0 背景下利用变革型领导力有可能带来诸多好处。这种领导风格可以激励和激励教育工作者和学生，鼓励他们拥抱和适应变化，促进创新和灵活性的文化（Al-Husseini 等，2021；Sciarelli 等，2020）。变革型领导者可以帮助个人掌控自己的学习和个人成长，从而提高学术参与度并取得更好的学术成果。

The goal is to create a unified vision for integrating technology into education, promoting digital literacy, and preparing students for the digital age. Additionally, transformative leadership encourages collaboration and cooperation among educators, facilitating the exchange of ideas and best practices. This approach also prioritises a student-focused learning environment accommodating individual needs and preferences. Through Education 4.0, transformative leadership can lead to improved teaching and learning outcomes, greater student engagement, and the development of essential skills for thriving in a rapidly evolving landscape.
目标是创建一个统一的愿景，将技术融入教育、促进数字素养、让学生为数字时代做好准备。此外，变革型领导力鼓励教育工作者之间的协作与合作，促进思想和最佳实践的交流。这种方法还优先考虑以学生为中心的学习环境，满足个人的需求和偏好。通过教育 4.0，变革型领导力可以改善教学成果、提高学生参与度，并培养在快速发展的环境中蓬勃发展的基本技能。

Strategies for Developing Transformational Leaders in Education 4.0
培养教育 4.0 变革型领导者的策略

As part of the Education 4.0 framework, developing leaders in higher education who can drive transformation is crucial. It requires a comprehensive strategy that can adapt to the constantly evolving dynamics of education and technology (Miranda et al., 2021; Mohamed Hashim et al., 2022). A vital component of this strategy is to create a culture that encourages innovation and adaptation. Educational leaders must possess the skills and knowledge to effectively incorporate cutting-edge technology into the curriculum, such as artificial intelligence, virtual reality, and data analytics. It will enhance learning and equip students with the necessary skills for a technologically advanced job market.
作为教育 4.0 框架的一部分，培养能够推动转型的高等教育领导者至关重要。它需要一个能够适应不断发展的教育和技术动态的综合战略（Miranda et al., 2021; Mohamed Hashim et al., 2022）。该战略的一个重要组成部分是创造一种鼓励创新和适应的文化。教育领导者必须具备技能和知识，才能有效地将人工智能、虚拟现实和数据分析等尖端技术融入课程中。它将加强学习并为学生提供技术先进的就业市场所需的技能。

University administrators can leverage AI analytics to tailor the learning experience to each student's needs and styles. Moreover, leaders seeking to transform higher education should focus on creating collaborative networks with stakeholders inside and outside their institutions. Partnering with industry, tech firms, and other educational bodies through internships or joint research can offer students practical skills and insights into future careers, ensuring academic programs remain relevant and progressive (Berbegal-Mirabent et al., 2020; Pan et al., 2021; Zhuang & Shi, 2022).
大学管理人员可以利用人工智能分析来根据每个学生的需求和风格定制学习体验。此外，寻求变革高等教育的领导者应注重与机构内外的利益相关者建立协作网络。通过实习或联合研究与行业、科技公司和其他教育机构合作，可以为学生提供实用技能和对未来职业的见解，确保学术课程保持相关性和进步性（Berbegal-Mirabent 等人，2020 年；Pan 等人，2021 年）庄和施，2022）。

As a leader, it is imperative to prioritise continuous professional development and recognise its significance. Participating in workshops and conferences dedicated to innovative educational technologies and teaching methods is crucial to fostering a dynamic, education-focused environment. This dedication to acquiring knowledge sets an excellent example for students and professors.
作为领导者，必须优先考虑持续的专业发展并认识到其重要性。参加致力于创新教育技术和教学方法的研讨会和会议对于营造一个充满活力、以教育为中心的环境至关重要。这种对获取知识的奉献精神为学生和教授树立了极好的榜样。

Possessing effective communication and change management skills is essential for any leader. They should be able to articulate their vision for the future of education clearly and concisely. It will help motivate teachers, staff, and students to embrace new ideas and approaches. For instance, implementing a new digital learning platform in a university requires leaders to effectively communicate its benefits and provide necessary training and support to ensure its successful adoption.
拥有有效的沟通和变革管理技能对于任何领导者来说都是至关重要的。他们应该能够清晰、简洁地阐明他们对教育未来的愿景。它将有助于激励教师、员工和学生接受新的想法和方法。例如，在大学实施新的数字学习平台需要领导者有效地传达其好处并提供必要的培训和支持以确保其成功采用。

In the era of Education 4.0, creating transformative leaders is paramount to the growth of the educational system. It can only be achieved by combining technical expertise, collaborative networking, continuous learning, and change management. Integrating these efforts can establish a cutting-edge, flexible, and student-centered educational ecosystem that prepares leaders of tomorrow.
在教育4.0时代，培养变革型领导者对于教育系统的发展至关重要。它只能通过结合技术专业知识、协作网络、持续学习和变革管理来实现。整合这些努力可以建立一个尖端、灵活、以学生为中心的教育生态系统，为未来的领导者做好准备。

In the era of Education 4.0, creating transformative leaders is paramount to the growth of the educational system. It can only be achieved by combining technical expertise, collaborative networking, continuous learning, and change management (Anthonysamy et al., 2020; Hadgraft & Kolmos, 2020). Integrating these efforts can establish a cutting-edge, flexible, and student-centered educational ecosystem that prepares leaders of tomorrow. As the threshold of the Education 4.0 era is approached, the indispensable role of transformational leadership in sculpting the future of education becomes increasingly clear. With their visionary outlook and innovative approaches, transformational leaders are pivotal in navigating the complexities of integrating cutting-edge technologies and pedagogies. Their ability to inspire and motivate, coupled with a commitment to fostering a lifelong learning and adaptation culture, ensures that educational institutions are prepared and thrive in rapid technological advancements (Jafar et al., 2020). This leadership style is crucial for creating educational environments that are responsive, dynamic, and aligned with the principles of Education 4.0, thereby equipping students with the skills and knowledge necessary for success in the 21st century.
在教育4.0时代，培养变革型领导者对于教育系统的发展至关重要。它只能通过结合技术专业知识、协作网络、持续学习和变革管理来实现（Anthonysamy 等人，2020；Hadgraft & Kolmos，2020）。整合这些努力可以建立一个尖端、灵活、以学生为中心的教育生态系统，为未来的领导者做好准备。随着教育4.0时代的到来，变革型领导力在塑造教育未来方面不可或缺的作用变得越来越清晰。凭借远见卓识和创新方法，变革型领导者在解决尖端技术和教学法整合的复杂性方面发挥着关键作用。他们的启发和激励能力，加上对培养终身学习和适应文化的承诺，确保教育机构在快速的技术进步中做好准备并蓬勃发展（Jafar 等人，2020）。这种领导风格对于创造反应灵敏、充满活力且符合教育 4.0 原则的教育环境至关重要，从而为学生提供在 21 世纪取得成功所需的技能和知识。

Implications for educational leaders and policymakers
对教育领导者和政策制定者的影响

Education 4.0 has substantial ramifications for educational leaders and politicians. Initially, leaders must modify their strategies to navigate institutions through the changes effectively. They should adopt transformational leadership, promoting a culture that encourages ongoing learning and development (Budur, 2020). Leaders may ensure the successful use of technology in teaching and learning by prioritising the cultivation of digital skills among personnel. Policymakers play a vital role in creating a favourable environment for Education 4.0. They are responsible for developing policies that enable fair and equal access to technology while addressing the gap in digital skills through teacher training programs. Policymakers should prioritise data privacy and security, ensuring that legislation protects sensitive information and promoting ethical use of technology in education.
教育 4.0 对教育领袖和政治家产生了重大影响。首先，领导者必须修改策略，以有效引导机构度过变革。他们应该采用变革型领导力，促进鼓励持续学习和发展的文化（Budur，2020）。领导者可以通过优先培养人员的数字技能来确保技术在教学中的成功使用。政策制定者在为教育 4.0 创造有利环境方面发挥着至关重要的作用。他们负责制定政策，以实现公平和平等地获得技术，同时通过教师培训计划缩小数字技能的差距。政策制定者应优先考虑数据隐私和安全，确保立法保护敏感信息并促进教育中技术的道德使用。

Collaboration and partnerships play a crucial role in transforming education. By bringing together academic institutions, industry stakeholders, and community organisations, innovative solutions can be created, and best practices can be shared (Ahmad, 2020; Ferguson & Roofe, 2020; Mercer-Mapstone & Bovill, 2020; Mian et al., 2020; Penuel et al., 2020). Policymakers are essential in supporting this cooperation by facilitating knowledge exchange and building relationships across sectors. To meet the demands of Education 4.0, educational leaders and governments must proactively and strategically tackle the necessary changes. It requires transformational leadership, supportive policies, and a focus on teamwork to overcome challenges and seize opportunities while ensuring equitable access, high-quality education, and positive outcomes for all learners.
协作和伙伴关系在教育转型中发挥着至关重要的作用。通过将学术机构、行业利益相关者和社区组织聚集在一起，可以创建创新解决方案，并共享最佳实践（Ahmad，2020；Ferguson & Roofe，2020；Mercer-Mapstone & Bovill，2020；Mian 等人，2020）佩努埃尔等人，2020）。政策制定者对于通过促进知识交流和建立跨部门关系来支持这种合作至关重要。为了满足教育 4.0 的要求，教育领导者和政府必须积极主动、战略性地应对必要的变革。它需要变革型领导、支持性政策并注重团队合作，以克服挑战并抓住机遇，同时确保所有学习者获得公平的机会、高质量的教育和积极的成果。

Recommendations for future practice and research
对未来实践和研究的建议

In the era of Education 4.0, the effective incorporation of technology requires continuous adaptation and improvement. Educators and researchers must prioritise cultivating teachers' and students' digital literacy skills (Basilotta-Gómez-Pablos et al., 2022; Falloon, 2020; Fontichiaro & Johnston, 2020). Educators and children can navigate the digital environment successfully and securely by offering extensive training and fostering digital literacy abilities (Liu et al., 2021; Romero-Tena et al., 2020). Further inquiry should identify effective strategies for promoting digital literacy in various school settings.
教育4.0时代，技术的有效融入需要不断适应和改进。教育工作者和研究人员必须优先考虑培养教师和学生的数字素养技能（Basilotta-Gómez-Pablos et al., 2022; Falloon, 2020; Fontichiaro & Johnston, 2020）。通过提供广泛的培训和培养数字素养能力，教育工作者和儿童可以成功、安全地驾驭数字环境（Liu 等人，2021 年；Romero-Tena 等人，2020 年）。进一步的调查应确定在各种学校环境中促进数字素养的有效策略。

In education, effective collaboration and information sharing are essential. Educators must participate in professional learning communities to exchange best practices, innovative ideas, and first-hand observations (Caena & Vuorikari, 2022; Olin et al., 2020; Tahir & Musah, 2020). Forging dynamic partnerships between academia, industry, and government can expedite the process of identifying research goals and implementing evidence-based policies. Additionally, further research is necessary to assess the impact of Education 4.0 on student accomplishments, educational experiences, and equal opportunities for all. Through qualitative and quantitative approaches in longitudinal research, it can understand the long-term effects of Education 4.0 and make informed decisions to improve education policies.
在教育领域，有效的协作和信息共享至关重要。教育工作者必须参与专业学习社区，以交流最佳实践、创新想法和第一手观察（Caena & Vuorikari，2022；Olin 等人，2020；Tahir & Musah，2020）。在学术界、工业界和政府之间建立动态的伙伴关系可以加快确定研究目标和实施循证政策的过程。此外，还需要进一步研究来评估教育 4.0 对学生成绩、教育体验和所有人平等机会的影响。通过纵向研究的定性和定量方法，可以了解教育4.0的长期影响，并做出明智的决策来改进教育政策。

In the realm of Education 4.0, it is imperative to give ethical concerns the utmost importance and establish unambiguous ethical standards for using technology (Akgun & Greenhow, 2022; Dubov & Shoptawb, 2020; Kong et al., 2023; Grassini, 2023). It involves guaranteeing data confidentiality and eliminating algorithmic partiality. Further research is imperative in crafting ethical frameworks that align with the requisites of Education 4.0. Involving all stakeholders in the implementation of ethical procedures is crucial. Additionally, fostering digital literacy and collaboration in Education 4.0 is paramount. Researchers should assess the impact of technology on education, explore collaborative frameworks, and tackle ethical quandaries to augment the knowledge base of Education 4.0.
在教育 4.0 领域，必须高度重视道德问题，并为技术使用建立明确的道德标准（Akgun & Greenhow，2022；Dubov & Shoptawb，2020；Kong 等，2023；Grassini，2023）。它涉及保证数据机密性和消除算法偏向性。制定符合教育 4.0 要求的道德框架势在必行。让所有利益相关者参与道德程序的实施至关重要。此外，在教育 4.0 中培养数字素养和协作至关重要。研究人员应评估技术对教育的影响、探索协作框架并解决道德困境，以增强教育 4.0 的知识基础。

Conclusion

Transformational leadership is essential for driving innovation, embracing technological advancements, and creating an environment that supports Education 4.0 in the ever-evolving higher education landscape. This leadership style is known for its ability to inspire, motivate, and facilitate the development of individuals and organisations. Incorporating advanced technologies like artificial intelligence, virtual reality, and data analytics into educational methods is critical. Transformational leaders promote a culture of continuous improvement and empowerment in academic institutions. They prioritise these institutions' agility, adaptability, and alignment with the demands of the digital age. They aim to equip students with the necessary skills to succeed in an interconnected world.
在不断发展的高等教育格局中，变革型领导力对于推动创新、拥抱技术进步以及创造支持教育 4.0 的环境至关重要。这种领导风格以其激励、激励和促进个人和组织发展的能力而闻名。将人工智能、虚拟现实和数据分析等先进技术融入教育方法至关重要。变革型领导者在学术机构中提倡持续改进和赋权的文化。他们优先考虑这些机构的敏捷性、适应性以及与数字时代需求的一致性。他们的目标是让学生具备在互联世界中取得成功所需的技能。

The evolution of Education 4.0 necessitates a departure from traditional hierarchical and bureaucratic leadership styles to embrace transformational leadership. This shift is crucial for fostering adaptability, collaboration, and a forward-thinking mindset. Conventional leadership approaches prioritising stability and strict adherence to established protocols may need to meet the demands and potential of the digital age. In contrast, transformational leadership fosters a dynamic and inclusive learning environment that leverages technology to ensure all students have access to high-quality education.
教育 4.0 的发展需要摆脱传统的等级和官僚领导风格，转而拥抱变革型领导。这种转变对于培养适应性、协作性和前瞻性思维至关重要。优先考虑稳定性和严格遵守既定协议的传统领导方法可能需要满足数字时代的需求和潜力。相比之下，变革型领导力营造一个充满活力和包容性的学习环境，利用技术确保所有学生都能获得高质量的教育。

Higher education is experiencing a wave of transformative leadership, driving remarkable progress in integrating technology, academic excellence, and collaborative environments. These leaders are adept at navigating their institutions through technological advancements, fostering a culture of education, and empowering faculty and students to embrace new tools and methodologies. By championing initiatives that promote accessibility, engagement, and digital literacy, transformational leaders are raising the bar for academic practices and outcomes.
高等教育正在经历一波变革性领导浪潮，推动技术、卓越学术和协作环境的融合取得显着进步。这些领导者善于通过技术进步引导他们的机构，培育教育文化，并赋予教师和学生接受新工具和方法的能力。通过倡导促进可及性、参与度和数字素养的举措，变革型领导者正在提高学术实践和成果的标准。

Challenges and opportunities will advance as the education landscape evolves with Education 4.0. To navigate these intricacies successfully, transformative leadership will be crucial. The prosperity of higher education institutions depends on their ability to cultivate and harness transformative leadership, enabling them to embrace innovation, adopt technological advancements, and equip students with the necessary skills to flourish in the digital era. By prioritising continuous learning, adeptness with technology, and collaborative relationships, educational leaders can create a dynamic and student-centered learning environment that prepares learners for success in an ever-evolving world.
随着教育 4.0 的发展，挑战和机遇也将随之而来。为了成功解决这些错综复杂的问题，变革型领导力至关重要。高等教育机构的繁荣取决于其培养和利用变革性领导力的能力，使其能够拥抱创新、采用技术进步，并为学生提供在数字时代蓬勃发展所需的技能。通过优先考虑持续学习、技术熟练程度和协作关系，教育领导者可以创建一个充满活力、以学生为中心的学习环境，为学习者在不断发展的世界中取得成功做好准备。

In light of the evolving educational paradigms, this narrative underscores the critical need for academic leaders and policymakers to embrace and enact the principles of transformational leadership within the context of Education 4.0. It calls for a concerted effort towards integrating innovative technologies and pedagogies that prioritise adaptability, student engagement, and a culture of continuous improvement. The exploration offers a foundation for future initiatives to enhance educational practices, urging a forward-looking stance that anticipates the needs of tomorrow's learners. Advocating for a dynamic, student-centered approach to education, envision a future where the full spectrum of possibilities offered by Education 4.0 is realised. It ensures that students are well-prepared for the challenges of the digital age and are equipped to lead and innovate within it.
鉴于不断发展的教育范式，这种叙述强调了学术领导者和政策制定者在教育 4.0 背景下接受和制定变革型领导原则的迫切需要。它呼吁共同努力整合创新技术和教学法，优先考虑适应性、学生参与和持续改进的文化。这一探索为未来加强教育实践的举措奠定了基础，敦促采取前瞻性立场，预测未来学习者的需求。倡导动态的、以学生为中心的教育方法，设想一个实现教育 4.0 提供的全方位可能性的未来。它确保学生为数字时代的挑战做好充分准备，并有能力在数字时代进行领导和创新。

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