THE ROLE OF LEADERSHIP IN CURRICULUM TRANSFORMATION: IMPLICATIONS FOR SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATHEMATICS IN HIGHER EDUCATION

Leaders in Higher Educational Institutions (HEIs) worldwide are confronting multifaceted challenges. The aim of the research was to explore the role of leadership in curriculum transformation, and the implications of this for Science, Technology, Engineering, Arts and Mathematics (STEAM) in Higher Education (HE). An inductive, interpretivist research adopting a qualitative approach was employed. Thirty participants were purposively selected to participate in a hybrid workshop. Nineteen participants were engaged in Science, Technology, Engineering, and Mathematics (STEM) and eleven in Management. Data was generated from participants' responses relating to leadership problems experienced in effecting curriculum transformation, and how leadership impedes and enables transformation. Findings revealed that communication, bureaucracy, and resistance to change are critical for leaders in effecting curriculum transformation and the introduction of STEAM. Leadership in HEIs can enable transformation by providing support, direction, motivation, funding, and engaging with staff. Effective leadership in STEAM education plays a pivotal role in curriculum transformation and guiding academics and students towards an integrated and holistic approach to science education. Since leadership in STEAM education is essential for fostering innovation and creativity in HEIs, their provision of support, direction, motivation, funding, and engagement with staff, is critical. Keywords: curriculum transformation, higher education, higher educational institutions, leadership in STEAM, STEAM