Navigating Educational Leadership and Pedagogical Interventions: A Systematic Review of Post-Pandemic Strategies, Parental Involvement, and Cognitive Development in Blended Learning Environments
Keywords:
Post-pandemic education, Educational leadership, Blended learning, Parent-implemented interventions, Cognitive developmentAbstract
The COVID-19 pandemic has brought significant changes to educational systems worldwide, requiring innovative approaches in leadership, pedagogy, and student engagement. This systematic literature review synthesizes recent research on post-pandemic strategies for educational leadership, parental involvement, and cognitive development in blended learning environments. Drawing from 25 peer-reviewed studies published between 2023 and 2024, the review examines key themes such as the role of school leaders in crisis management (Aquino et al., 2024), the importance of parent-implemented interventions in optimizing student outcomes (Baluyot et al., 2024), and the effectiveness of blended learning models in enhancing cognitive and language development (Casuyon & Guanzon, 2024; Cipriano et al., 2024). The findings highlight the need for adaptable leadership, increased collaboration between educators and families, and the implementation of targeted interventions to bridge learning gaps. This review contributes to the ongoing discourse on the transformation of education in the post-pandemic era and provides insights into best practices for fostering resilience and academic success in blended learning contexts.
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