A Reflection on The Transformational Leadership Approach to E-learning Ecologies Towards the Pedagogy for Enhanced Student Learning

Abstract

The effect of the COVID-19 pandemic propelled the use of digital technology in the educational landscape. This paper reflects on the transformational leadership approach in digital technology integration in instructional activities at the Namibia University of Science and Technology (NUST). The paper used a Technological Pedagogical Content Knowledge (TPACK) framework to reflect on the context. Furthermore, the paper addressed the following objectives: 1) to evaluate the TPACK features on academic staff of the university, 2) to develop a strategic plan for enabling digital technology for effective instructional activities at the university and 3) to assess the implementation of the designed strategy to ensure its effectiveness and sustainability. The study employed deductive content analysis through a qualitative research method. The data was obtained through the existence and intensity of certain phenomena, their relationships and dependencies, to describe the circumstances and a variety of elements of content, to conclude on their characteristics. Moreover, data was analysed using ATLAS.ti. Through the reflective assessments, the findings were that the transformational leadership approach is needed in an era of digital technology in order to provide transformational teaching and learning. Thus, the paper recommends that continuous professional development is needed through on-the-job training and workshops. These academic developmental initiatives should move the academics from the periphery towards the centre where technological, pedagogical and content knowledge are combined to enable effective teaching and learning in a higher educational context.