Abstract

ABSTRACT Sustainable innovation necessitates thriving in the digital age’s competitive market and ensure an institution’s continued existence. This study aimed to explore educational innovative approaches adopted during COVID-19 in understanding how the future of education aiming for sustainable administration and educational practices. Using phenomenological design and Technological Acceptance Model, we conducted semi-structured interviews with nine participants recruited through criterion sampling. Five interconnected themes emerged after data analysis (1) leadership during challenges, (2) reaching out to students, (3) remote task management, (4) virtual monitoring and (5) digital divide and access to education. The major findings revealed that the Kashmir region encountered a distinct and challenging virtual space, marked by limited access to digital resources, a lack of preparedness and a stressful atmosphere due to the prolonged closure of schools. The results however, revealed that educational innovations catalyzed and mitigated the distinct challenges of educational institutions. The findings of the study can help policymakers design frameworks prioritizing digital equity, professional development for school leaders, and flexible virtual learning spaces in future crises.

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