Guest Editor(s)
Assoc. Prof. Kenny S.L Cheah
Email: kennycheah@um.edu.my
Affiliation: Department of Education Management, Planning and Policy, Faculty of Education, University Malaya, Kuala Lumpur, Malaysia
Homepage:
Research Interests: artificial intelligence in education, digital leadership and technology leadership, educational leadership and management, mental well-being in educational settings, digital transformation in higher education, generative AI integration in teaching and learning, educational technology and digital pedagogy, technology acceptance and human behaviour, quantitative and qualitative research methodology, bibliometric analysis and knowledge management
Prof. Dr. R. Gopinathan
Email: gopi@fairview.edu.my
Affiliation: Faculty of Education, University College Fairview, Kuala Lumpur, Malaysia
Homepage:
Research Interests: educational leadership, school leadership, curriculum and instruction, assessment and evaluation, international baccalaureate (IB) education, concept-based teaching and learning, teacher professional development, educational quality assurance, higher education, educational management
Assoc. Prof. Dr. Dorothy DeWitt
Email: dorothy@um.edu.my
Affiliation: Department of Curriculum and Instructional Technology, Universiti Malaya, Kuala Lumpur, Malaysia
Homepage:
Research Interests: educational technology, artificial intelligence in education, virtual reality and augmented reality, blended learning, technology enhanced learning, instructional design, mobile learning, digital pedagogy, collaborative learning, problem based learning, teacher education, STEM education, curriculum and instruction, digital literacy
Summary
The rapid advancement of artificial intelligence (AI) and digital technologies is reshaping education by transforming teaching, learning, assessment, institutional leadership, and learner engagement. Emerging technologies such as generative AI, virtual reality, adaptive learning systems, and intelligent learning environments are creating new opportunities to enhance educational quality, personalized learning, and institutional effectiveness. At the same time, these technological developments raise important concerns regarding mental well-being, technostress, digital fatigue, ethical AI use, teacher readiness, and the changing roles of educational leaders and instructors.
As educational institutions continue their digital transformation, there is an increasing need to examine how innovative technologies and effective digital leadership can foster supportive, inclusive, and psychologically healthy learning environments. Research is also needed to understand how instructional design, technology-enhanced learning, collaborative learning, and AI-enabled educational practices influence the well-being, resilience, motivation, and professional development of educators and learners.
This Special Issue aims to provide an interdisciplinary platform for researchers and practitioners to explore the intersection of artificial intelligence, digital leadership, educational technology, and mental well-being. It welcomes high-quality empirical, theoretical, methodological, and review papers that contribute new knowledge, practical implications, and evidence-based strategies for promoting sustainable, ethical, and human-centered digital transformation across educational settings.
Keywords
artificial intelligence (AI), digital leadership, mental well-being, educational technology, technology-enhanced learning, generative AI, digital transformation, teacher well-being, student well-being, higher education
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