Distinguishing Libyan Educational Leadership of Developing Skills Required in the Digital Age

Abstract

It is just a little exploration that has been led on how these difficulties and innovation-driven changes are related to modified necessities for the ability set required by chiefs. In this paper, the researcher tries to overcome that issue by applying three-stage research plans. To start with, the researcher fosters an original calculated system wherein we order authority abilities and partner them with errands, the executives’ level, and authority experience. The method that the researcher builds on this is to lead semi-organized meetings with chiefs and methodically research work promotions at the administration level. Our meeting results show that correspondence abilities, subject-explicit information, self-association abilities, and self-reflection abilities are viewed as especially significant amid fast innovation-driven change. The results have shown that the interview participants in the education minister identified the three most significant challenges (in descending order) as being personnel acquisition, digitalization, and pressure for innovation. In the context of personnel acquisition, demographic change in connection with a shortage of qualified applicants is seen as particularly challenging. The researcher concluded that key authority abilities are relational abilities, language information, authoritative abilities, subject-explicit information, advanced proficiency, and self-reflection.