Integrating Education 4.0 in higher education necessitates a transformational leadership approach that champions innovation and technology adoption. This paper reviews the impact of transformational leadership in fostering a conducive environment for Education 4.0, emphasising personalised and technology-enhanced learning experiences. With their vision and motivational prowess, transformational leaders are crucial in steering educational institutions through digital transformation, encouraging the adoption of advanced technologies like artificial intelligence, virtual reality, and data analytics. These leaders are pivotal in nurturing a culture of continuous improvement and empowerment, actively involving team members in pursuing collective achievements and personal growth. The study highlights the importance of transformational leadership in addressing the dynamic challenges and opportunities presented by Education 4.0. By inspiring educators and students to embrace change, transformational leaders facilitate the integration of innovative teaching methods and technologies, enhancing learning outcomes and preparing students for the demands of the digital age. The findings suggest that transformational leadership is instrumental in creating a flexible, relevant, and forward-thinking educational environment that aligns with the objectives of Education 4.0. This paper advocates strategically emphasising the development of transformational leaders within academic institutions. Such leadership is essential for navigating the complexities of digital-area education, ensuring institutions remain adaptive and responsive to technological advancements, and equipping students with the necessary skills to thrive in a rapidly evolving landscape.

This research explores the impact of employee green behavior on green transformational leadership (GTL) and green human resource management (GHRM), and their subsequent effects on sustainable performance within organizations. Utilizing a sample of 482 environmental quality promotion departments across Thailand, the study employs stratified random sampling to ensure representative data collection. Analysis was conducted using SPSS software, applying Ordinary Least Squares (OLS) regression to test the hypothesized relationships between the variables. The findings reveal a positive and significant influence of employee green behavior on both GTL and GHRM. Additionally, both GTL and GHRM are found to positively correlate with sustainable performance, indicating that enhanced leadership and management practices in the environmental domain can lead to better sustainability outcomes. This research utilizes the Ability-Motivation-Opportunity (AMO) theory as its theoretical framework, illustrating how organizations can leverage strategic HRM practices to promote environmental consciousness and action among employees, thereby enhancing their long-term sustainability success. Implications of this study underscore the importance of integrating green practices into leadership and HRM strategies, advocating for targeted training programs and energy conservation measures to boost environmental awareness and performance in the workplace. This contributes to the literature on sustainable performance by providing empirical evidence of the pathways through which green HRM and transformational leadership foster a sustainable organizational environment.

In the rapidly expanding Chinese high-tech industry, high employee turnover poses a significant challenge. This study employs a mixed-methods approach to explore the association between transformational leadership and turnover intentions, utilizing both survey responses and detailed interviews. Findings from this investigation demonstrate a strong negative correlation between transformational leadership and turnover intentions. Increased job satisfaction and organizational commitment, crucial factors for employee retention, mediate this relationship. The study underscores the strategic significance for high-tech enterprises in China to nurture transformational leadership as a means to mitigate turnover, thereby fostering a more engaged and dedicated workforce, and sustaining a competitive advantage in this dynamic industry.

The research aimed to: 1) analyze components and indicators of digital transformation leadership among school administrators, 2) assess their leadership needs, and 3) develop mechanism models to promote this leadership. A mixed-method approach was applied, involving three sample groups: 8 experts, 406 administrators, and 7 experts. Data collection tools included semi-structured interviews, leadership scales, needs assessments, and focus group discussions, with analysis performed through construct validity testing, needs assessment, and content analysis. The findings revealed: 1) The components and indicators of digital transformation leadership showed structural validity, as confirmed by the model’s alignment with empirical data (Chi-Square = 82.3, df = 65, p = 0.072, CFI = 0.998, TLI = 0.997, RMR = 0.00965, RMSEA = 0.0256). 2) Among the leadership components, “innovative knowledge” ranked highest in need (PNImodified = 0.075), followed by “ideological influence” (0.066), “consideration of individuality” (0.055), “intellectual stimulation” (0.052), and “inspiration” (0.053). 3) Mechanism models for promoting leadership emphasized enhancing these five components to strengthen administrators’ skills in applying technology, managing teaching and development plans, and fostering innovation. Administrators were encouraged to tailor strategies to individual needs, inspire personnel, and create a commitment to organizational change and development. These mechanisms aim to equip administrators to effectively lead transformations, motivate staff, and drive educational institutions to adapt and thrive in evolving environments.