Abstract
The world has forced a rethinking and a reimagining of what teaching and learning should look like given an extraordinary set of lockdown circumstances imposed by most governments in an effort to contain the Covid-19 pandemic. Thus, an adaptation of the learning environment and the pedagogical approaches employed to both fulfil social and physical distancing imperatives and 21st century skills development, under drastically abnormal conditions, has catalysed a pathway for innovation that extends across the digital divide. This research report focuses on the way in which UAE HoDs lead the learning of teachers in developing 21st century skills within a Grade 8 Mathematics curriculum by using a transformational learning theoretical framework (Mezirow, 1991) and specifically action and facilitative leadership that serves as a guide and orientation to the research questions that guide this study. Focusing on public schools, six HoDs in the UAE were selected to be part of the study. This research used a qualitative research approach. All six HoDs were issued with an online questionnaire to complete from which three were chosen to be interviewed for research. The data collected from the questionnaires and interviews were analysed using qualitative methods. The study found that for HoDs to lead change in the 21st century the 4Cs (critical thinking, creativity, collaboration and communication) have taken centre-stage and school curricula has had to adapt in order to prepare learners for a world where the ability to adapt expertise and engage with lifelong learning as an imperative can no longer be ignored.
M.Ed. (Educational Leadership and Management)