Change Practices and Large-Scale Technology-Driven Educational Innovation of School Leaders in a Selected University in Shenyang, China

This study investigates the relationship between school leaders’ change practices and the implementation of large-scale technology-driven educational innovation in a selected university in Shenyang, China. Using a descriptive-correlational design, data were collected from 306 full-time teachers to assess eight dimensions of change practices (systems thinking, visionary leadership, collaborative processes, technological innovation strategies, teacher readiness and support, cultural responsiveness and equity, professional development and reflection, strategic and adaptive management) and seven pillars of technological innovation (adaptive learning, data-driven systems, interdisciplinary integration, sustainable development, stakeholder collaboration, equity and accessibility, ethical considerations). Results indicate that all change practices were perceived as “practiced” (overall mean=3.24) and all innovations as “implemented” (overall mean=3.24). Cultural responsiveness (mean=3.36) and stakeholder collaboration (mean=3.34) emerged as strengths, while professional development (mean=3.16) and interdisciplinary integration (mean=3.17) required improvement. Significant correlations were found between visionary leadership and stakeholder collaboration (r=0.402, p=0.000) and between cultural responsiveness and equity in technology use (r=0.160, p=0.005). The findings highlight the critical role of inclusive, visionary leadership in sustaining technology-driven innovation and provide actionable recommendations for enhancement.