Systematic review reveals online-hybrid programs enhance retention in school leadership, suggesting needs for faculty development and quality assurance.
As the educational landscape shifts toward digital modalities, School Leadership Preparation and Development Programs (SLPDPs) have adopted online and hybrid models to enhance flexibility and accessibility for diverse learners. This systematic review examines the promises and challenges of online and hybrid SLPDPs through the critical lens of Cultural-Historical Activity Theory (CHAT). Utilizing a narrative synthesis approach informed by CHAT, we highlight congruencies that boost learner engagement and retention, alongside structural tensions that threaten instructional quality. Our findings underscore the urgent need for comprehensive faculty development and robust quality assurance measures to uphold high standards in online and hybrid formats.
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Gümüş et al. (2026) studied this question.
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