Education makes it possible to transform realities through the formation of critical citizens who will shape future societies. For its part, technology and digitization have led to various changes in classroom training practices oriented towards student participation that motivates them not only to acquire knowledge but also to discover it, reflect on it and even determine its application in real life. The appearance of the coronavirus has generated a series of social, economic, political, and educational effects in individuals and countries that have fostered an environment of uncertainty that has gradually altered the dynamics of institutions. In this sense, educational management in organizations abruptly underwent a radical change, thus transforming the functions and responsibilities of educational agents. Proof of this was that the institutional planning formulated by each educational center was completely modified when the virtual modality was incorporated, which implied radical changes in management actions for the moment of health crisis that was being experienced worldwide in order to continue with the academic training of the students.
The COVID-19 pandemic has impacted the various organizations and sectors of a country, so it is necessary that this health crisis is also identified as an opportunity to implement fundamental changes. Thus, educational management is considered a factor of effectiveness and school improvement as it is oriented not only to successfully achieve the learning results of the students, but also contributes to fostering the school's capacity to manage change and thus modify the structures. organizational: institutional climate, educational strategies and practices, decision making, communication and problem solving.
For its part, leadership is the second factor that influences the performance of organizations and school improvement. The intervention of the leader is significant and positively influences school improvement by incorporating various practices in the development of management actions such as promoting the mission and vision, managing organizational change, assuming responsibility for the professional development of staff, carrying out monitoring school practices and even becoming an agent of change for the creation of innovative actions. For educational centers, it has been shown that leadership is the main promoter of quality improvement through change management for the achievement of learning.Therefore, leadership and educational management guide the educational community (students, teachers, parents and administrative staff) in the search for organizational sustainability, promoting comprehensive training of students, as well as growth of its members. In addition to the above, the existence of inclusive leaders in educational centers is necessary, who promote diversity, equity, continuous improvement, professional development, trust and teamwork.
As progress was made in vaccination against the coronavirus disease, educational centers gradually returned, giving rise to hybrid models in academic training. In this way, the incorporation of ICT as support tools have served both to motivate students and to stimulate learning and link the development of content with reality. In this sense, it is important to investigate the practices of both leadership and educational management implemented in these scenarios in order to disseminate their success factors.Based on the above, in the post-COVID-19 era, society has been the product of the immersion of technologies in all areas and sectors of a country, which has transformed the ways of communicating, researching, and learning. Therefore, educating continues to be one of the main challenges of any society, which is why inclusive educational leadership with a sense of social justice is required, ethical educational management for sustainable development, as well as the design and implementation of active methodologies that in their set allows educational organizations to coordinate wills and vocations among educational agents that make it possible to convert educational spaces into places conducive to the development of skills that generate human capital capable of bringing about transcendental changes.
Education makes it possible to transform realities through the formation of critical citizens who will shape future societies. For its part, technology and digitization have led to various changes in classroom training practices oriented towards student participation that motivates them not only to acquire knowledge but also to discover it, reflect on it and even determine its application in real life. The appearance of the coronavirus has generated a series of social, economic, political, and educational effects in individuals and countries that have fostered an environment of uncertainty that has gradually altered the dynamics of institutions. In this sense, educational management in organizations abruptly underwent a radical change, thus transforming the functions and responsibilities of educational agents. Proof of this was that the institutional planning formulated by each educational center was completely modified when the virtual modality was incorporated, which implied radical changes in management actions for the moment of health crisis that was being experienced worldwide in order to continue with the academic training of the students.
The COVID-19 pandemic has impacted the various organizations and sectors of a country, so it is necessary that this health crisis is also identified as an opportunity to implement fundamental changes. Thus, educational management is considered a factor of effectiveness and school improvement as it is oriented not only to successfully achieve the learning results of the students, but also contributes to fostering the school's capacity to manage change and thus modify the structures. organizational: institutional climate, educational strategies and practices, decision making, communication and problem solving. For its part, leadership is the second factor that influences the performance of organizations and school improvement. The intervention of the leader is significant and positively influences school improvement by incorporating various practices in the development of management actions such as promoting the mission and vision, managing organizational change, assuming responsibility for the professional development of staff, carrying out monitoring school practices and even becoming an agent of change for the creation of innovative actions. For educational centers, it has been shown that leadership is the main promoter of quality improvement through change management for the achievement of learning.
Therefore, leadership and educational management guide the educational community (students, teachers, parents, and administrative staff) in the search for organizational sustainability, promoting comprehensive training of students, as well as growth of its members. In addition to the above, the existence of inclusive leaders in educational centers is necessary, who promote diversity, equity, continuous improvement, professional development, trust, and teamwork. As progress was made in vaccination against the coronavirus disease, educational centers gradually returned, giving rise to hybrid models in academic training. In this way, the incorporation of ICT as support tools have served both to motivate students and to stimulate learning and link the development of content with reality. In this sense, it is important to investigate the practices of both leadership and educational management implemented in these scenarios in order to disseminate their success factors.
Based on the above, in the post-COVID-19 era, society has been the product of the immersion of technologies in all areas and sectors of a country, which has transformed the ways of communicating, researching, and learning. Therefore, educating continues to be one of the main challenges of any society, which is why inclusive educational leadership with a sense of social justice is required, ethical educational management for sustainable development, as well as the design and implementation of active methodologies that in their set allows educational organizations to coordinate wills and vocations among educational agents that make it possible to convert educational spaces into places conducive to the development of skills that generate human capital capable of bringing about transcendental changes.