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PurposeThe purpose of this study was to investigate how socio-religious dynamics influence (and are influenced by) principals in Islamic schools.Design/methodology/approachThis qualitative case study took place in Semarang, Indonesia. Data were collected via semi-structured interviews with school leaders along with school site observations. To frame the study, we drew from both Indonesian and international scholarship to understand extant perspectives on the context and on the ways that principals influence socio-religious thinking and practices in schools.FindingsFindings suggested that principals' personal experiences and beliefs are central to the ways that socio-religious thinking and practices are manifest in their school. Principals practice more progressive or conservative leadership by influencing the degree to which the school is (a) an open or closed system, (b) inclusive or exclusive in their practices and (c) plural or unitary in their teaching. In making decisions along each of these continua, principals in Islamic schools “curate” a socio-religious educational environment.Originality/valueThis paper contributes to the literature on principals and socio-religious dynamics in schools by discovering specific continua of practice that collectively suggest a more conservative or progressive interpretation of Islam. As this area is understudied in educational leadership, the study makes a foundational empirical contribution, suggests theoretical constructs heretofore unexplored, and advances the notion of principal as curator of educational practice.

Numerous efforts have been made to reform education to address globalization both in developed and developing countries. The integration of technology in education has been one vital reform effort in developing countries to prepare graduates for 21st century workplaces, which are digitally robust. Web 2.0 technologies are becoming prominent educational and workplace tools. This literature review of Indonesian government policies, NGO initiative reports, and contemporary research explores the integration of Web 2.0 in Indonesian education using an ecological perspective by introducing the Indonesian national educational policy and laws, describing national and non-government organizations' initiatives focused on Web 2.0 integration, identifying salient national and local challenges preventing Web 2.0 integration, and proposing strategies for future planning and research. Challenges identified include lack of technological facilities, an absence of technology standards in education, a standardized testing culture, lack of coordination between government levels (national to local), lack of professional development, and a need for strong school technology leadership. The authors recommend Indonesia engage in comprehensive, visionary planning for Web 2.0 integration with strategies to meet local needs, invest in professional development and technology specialist positions, and advance mobile Web 2.0 computing and BYOT/D initiatives. Future research could examine how ecological factors at the national, provincial, and local levels coordinate to best establish Web 2.0 integration in education at the school level.

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Numerous efforts have been made to reform education to address globalization both in developed and developing countries. The integration of technology in education has been one vital reform effort in developing countries to prepare graduates for 21st century workplaces, which are digitally robust. Web 2.0 technologies are becoming prominent educational and workplace tools. This literature review of Indonesian government policies, NGO initiative reports, and contemporary research explores the integration of Web 2.0 in Indonesian education using an ecological perspective by introducing the Indonesian national educational policy and laws, describing national and non-government organizations’ initiatives focused on Web 2.0 integration, identifying salient national and local challenges preventing Web 2.0 integration, and proposing strategies for future planning and research. Challenges identified include lack of technological facilities, an absence of technology standards in education, a standardized testing culture, lack of coordination between government levels (national to local), lack of professional development, and a need for strong school technology leadership. The authors recommend Indonesia engage in comprehensive, visionary planning for Web 2.0 integration with strategies to meet local needs, invest in professional development and technology specialist positions, and advance mobile Web 2.0 computing and BYOT/D initiatives. Future research could examine how ecological factors at the national, provincial, and local levels coordinate to best establish Web 2.0 integration in education at the school level.