Abstract
Our world has been introduced with strong changes leading to transformation from agricultural society to industrial society innovating more advancement in IT and innovation called as the Economy 4.0 era. These changes have also introduced new challenges for teachers and learners in educational settings. This shift gives students new tasks to take greater ownership of their own learning within the change processes of their learning communities and schools and, in the long run, to initiate more actively in the democratic processes and systems of their civic society. This type of ownership requires students to be reflective and autonomous. In other words, reflection gives students a chance to self-evaluate their learning practices making them rethink on their actual learning practices. Providing an overview of the existing evidence and theoretical approaches in relation to student forms of leadership and including an evidence review of enablers of student leadership and barriers to student leadership, this paper highlights the road map for institutions of education and policymakers to adopt and adapt to this change. As the need for innovative teaching technologies and better learning opportunities is transforming student demands, thus bringing in changes to the idea of learning itself. It also includes a brief description of how reflection in Education 4.0 should be framed to support learning management, which must respond to the changes in social and economy environment to cater the human capital need. Finally, it concludes with how learning communities according to Education 4.0 are promoted providing readers with a broad overview of student leadership presenting some practices of student voice, participation, and leadership implemented by schools.
Highlights
The educational settings have changed drastically starting with Education 1.0 in ancient and Middle ages, which was limited to few privileged and religious people in church or mosque
Education 4.0 proposes complete flexibility for the learner in shaping and structuring their future providing them with freedom of aspiring, approaching, and achieving their own objectives through created opportunities of better learning supported by technology
Student leadership like other leadership types is complex, and it is not easy to write it in a handbook or prescribe it in the literature on leadership
Summary
The educational settings have changed drastically starting with Education 1.0 in ancient and Middle ages, which was limited to few privileged and religious people in church or mosque. The invention of the printing press and knowledge dissemination changed the concept of education focusing on providing people with some basic skills and learning skills after the Industrial Revolution and during the Renaissance age. This caused more enrollments in school introducing social developments as education became the main responsibility of the states. Higher education concept focused formally on both academics and research developed in Education 2.0 with the establishment of universities and progress in printing During this era, few leading universities like Columbia, Harvard, and Yale were established in America and scholars of this new era provided practical learning with students to teach how to deal with their economic, social, and political affairs more effectively than focusing on religion and its aspects of Latin and Greek classics. This is what we call reflection and reflective process bringing the teacher in the mirror and making him or her reflective for leadership positions required by the globalized knowledge society in the future
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