The modern era demands a shift towards deeper models of education and education. Collaborative competency is a necessity for workforce resilience and social equity. To remove barriers and promote collaborative creativity, institutions need to change their paradigm in how they think, act and interact. The study was based on mixed approaches to map collaborative innovation barriers and enablers through bibliometric analysis of 173 publications and thematic analysis of the 20 most cited papers. The impact of leadership and policy interaction on the process was also considered. The study found that structural tensions between collaboration ideals and competitive education systems, school grammar of examination-oriented culture, professional habits, latent resistance and burnout are the biggest obstacles. However, mediating and transformative leadership roles, which adapt policies to local contexts, are key facilitators. Policy may constrain actors in the face of inconsistencies and strict evaluation regimes. Effective leadership enables actors as active agents of change and institution-building of trust-based Professional Learning Communities (PLC). Therefore, the collaborative innovation should establish a dialectical relationship between leadership and policy based on negotiation, flexibility and practice feedback.
Arar et al. (Wed,) studied this question.