Contemporary Social Forces Reform the Curriculum Leadership

Abstract

Curriculum leadership is a crucial skill for school owners, principals, and lead teachers, as they are responsible for designing what is learned and how it is taught. To emphasize curriculum leadership, social forces play an indispensable role in reforming curriculum. As external factors, social forces affect the entire teaching and learning process at schools and require curriculum leaders to be knowledgeable about society’s challenges and trends. In this paper, recent academic papers are reviewed with a focus on social forces that shape and reform curriculum leadership. Ten existing social forces are reorganized and categorized to have a better structure for the paper review, covering the aspects of cultural diversity, the power of nature and technology, and universal values. The influence on various aspects of curriculum leadership by social changes is depicted to maintain a steady educational motivation and objective. Meanwhile, the unforeseen COVID-19 pandemic has suddenly changed our lives, and adequate technology use and parents’ involvement are essential to engage children in learning performance.

Educational Technology in the Post-Pandemic Era: Current Progress, Potential, and Challenges

“…Even though school computer resources are relatively equal for every student, researchers reported that some low-income families in developing countries are unable to afford basic Internet access and quota during the pandemic, hindering their students from distance education [22,45]. Therefore, when self-directed learning is advocated using technology, social equity is still one of the key concerns [65] that needs educational stakeholders' joint efforts [81].…”