Leading Curriculum Transformation for STEM Careers: The Role of School Leadership in Bridging the Gap Between UAE Secondary Education and Future Workforce Demands

Abstract

In this study, the significant impact of school leaders in connecting secondary education with the requirements of the STEM field is explored for the UAE. According to Transformational Leadership Theory and Distributed Leadership Theory, the study collects data from both a survey and interviews. The questions for the interview were made to give a clear view of how leadership, teaching content updates, and cooperation with other schools are done among the leaders and educators of UAE secondary schools. Research demonstrates that the STEM curriculum can be transformed, creativity can be encouraged, and teaching staff can be strengthened by skill development if leaders take an active role. A key part of a leader's role is to foster team spirit within the school, support the sharing of leadership tasks, and team-up with entities in industry and the academic area. With these partnerships, students experience practical situations and explore ideas in the workplace, which improves their engagement. Despite improving, the study reveals that there are still major issues like not enough prepared teachers, traditional teaching methods being common, and fewer industry-related opportunities for students in less urban areas. Leaders recognise the importance of including all students, so they aim to provide STEM learning that is fair for students from any background. According to the study, effective leadership practices play a key role in making STEM education adapt to the labour market and welcoming to all students. Some recommendations include training teachers on inquiry approaches, connecting more industries with underserved schools, and making sure curricula are inclusive of STEM issues within and beyond their communities.