القيادة الاستراتيجية وإدارة الأزمات التعليمية في الإمارات: Strategic Leadership and the Management of Educational Crises in the United Arab Emirates

Maktoum Juma  Al-Matrooshi

doi:10.55265/lpsjournal.v5i1.152

Authors

Maktoum Juma Al-Matrooshi Faculty Member, Police College, Abu Dhabi – Ministry of Interior, Abu Dhabi, United Arab Emirates

DOI:

https://doi.org/10.55265/lpsjournal.v5i1.152

Keywords:

Strategic leadership, educational continuity, institutional readiness, artificial intelligence;, digital transformation, United Arab Emirates, educational crisis management

Abstract

This study examines the role of strategic leadership in enhancing educational crisis management in the United Arab Emirates (UAE), focusing on the COVID-19 experience and the institutional foundations of educational preparedness and continuity. It explores the contribution of digital transformation, artificial intelligence, governance, and risk management to developing a proactive and sustainable crisis-management model. The study adopts descriptive-analytical, inductive, and comparative approaches by reviewing relevant literature, analyzing the UAE experience, and comparing it with Finland and Singapore. The findings indicate that the UAE’s effective crisis response was associated with the integration of strategic leadership, digital readiness, institutional governance, coordination, and human-capital development. They also show that digital transformation reflected a broader national trajectory rather than a temporary response to the pandemic. The study proposes a proactive and sustainable model integrating strategic leadership, risk management, digital transformation, artificial intelligence, governance, and human capital to strengthen educational institutions’ capacity to anticipate, prepare for, respond to, recover from, and learn from crises.

الملخص

يهدف البحث إلى تحليل دور القيادة الاستراتيجية في تعزيز إدارة الأزمات التعليمية في دولة الإمارات العربية المتحدة، من خلال دراسة تجربة جائحة كورونا، وتحليل الجاهزية المؤسسية واستمرارية التعليم، ودور التحول الرقمي والذكاء الاصطناعي والحوكمة وإدارة المخاطر في بناء نموذج استباقي مستدام. اعتمد البحث المنهج الوصفي التحليلي، إلى جانب المنهجين الاستقرائي والمقارن، من خلال تحليل الدراسات والتجربة الإماراتية ومقارنتها بتجربتي فنلندا وسنغافورة. وتبين النتائج أن فاعلية الاستجابة الإماراتية ارتبطت بتكامل القيادة الاستراتيجية والجاهزية الرقمية والحوكمة والتنسيق المؤسسي والاستثمار في رأس المال البشري، وأن التحول الرقمي كان امتدادًا لمسار وطني سابق، وليس استجابة مؤقتة للجائحة. ويقترح البحث نموذجًا استباقيًا مستدامًا يقوم على تكامل القيادة الاستراتيجية وإدارة المخاطر والتحول الرقمي والذكاء الاصطناعي والحوكمة ورأس المال البشري، بما يعزز قدرة المؤسسات التعليمية على التنبؤ بالأزمات والاستعداد لها والاستجابة والتعافي والتعلم المؤسسي.

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