Perspectives | Edgard Leonel Luz

Adventist Education in Northern Asia:

Challenges and Opportunities for Leadership in the AI Age

https://doi.org/10.55668/jae0071

We live in a world impacted by constant transformation, which demands new leadership models, especially in the educational field. Forming well-rounded citizens capable of facing challenges now and in the future requires a wholistic approach that transcends mere technical development. In this context, Adventist educational leadership is fundamental to creating a more just, egalitarian, and sustainable society.

In challenging times, the importance of well-prepared and resilient leaders becomes even more evident. They are essential for stability and progress. From creating a collective sense of working together to making responsible decisions after communicating with others, to coordinating resources and teamwork, and facilitating learning, every aspect of the leader’s role becomes vital to facing challenges and overcoming adversities.1

Twenty-first century events have created a complex and challenging scenario for leadership in all areas, including Adventist education, especially in Northern Asia,2 and more specifically in the 10/40 Window—a region that contains most of the world’s population still unreached by the gospel.3 In this context, balancing fidelity to our fundamental principles with accommodating the demands of a growing diversity of students and families, and meeting the needs of communities in different realities—cultural, religious, and socioeconomic—present major challenges. Navigating a world marked by conflicts, polarization, and the disintegration of traditional values requires a firm commitment to Christian philosophy, creativity, innovation, and unwavering faith.

Northern Asia’s cultural, religious, economic, and linguistic diversity means that administrators must engage in dialogue while respecting and valuing local traditions without renouncing the principles and values underpinning Adventist education. In planning for meaningful and engaging learning, curricula and pedagogies must be contextualized, and students’ varied cultural heritages must be recognized and celebrated. Also, economic diversity must be considered in educational strategies. The church attracts students from highly developed, technologically advanced, wealthy countries, as well as from areas of extreme poverty. Much of the population in Northern Asia, including students attending Adventist schools, lives in regions with very low levels of basic sanitation and precarious hygiene conditions.

An analysis of the issues relating to social inequality and religious freedom in various countries reveals significant variations. To address this reality, a strategic plan well-grounded in the mission and purpose of Adventist education is needed. For example, ensuring educational excellence in places with abundant resources is crucial for the survival of any educational institution or network. This becomes even more essential in highly competitive and demanding societies. On the other hand, in deprived regions, maintaining a high standard of education is not only an academic goal but also a matter of survival for students and their families. Education represents the only viable means for them to improve their living conditions amidst overwhelming challenges.

By embracing the diversity of the 10/40 Window, Adventist education positions itself as a beacon of opportunity, hope, and transformation for future generations in Northern Asia. It is thus empowered to construct a more fair, peaceful, and prosperous world, and pave the way to Christ’s eternal kingdom.

Challenges of Adventist Educational Leadership

In the context of Adventist educational leadership, a crucial challenge is the harmonious integration of faith and learning. Leaders face the task of imparting knowledge and cultivating solid and upright values grounded in biblical-Christian principles. They must prepare students to excel professionally and become conscientious, engaged citizens eager to serve God and humanity. It means going far beyond teaching and offering the best in educational facilities, curriculum, and instructional approaches. Ellen White4 asserted that nothing is better to develop the mind and strengthen the intellect than the study of the Word of God.

The purpose of Adventist education transcends the simple transmission of knowledge; it seeks to shape agents of positive change, empowering students to live according to values such as love, compassion, and justice, thus contributing to the construction of a more harmonious and supportive society.

As Riggio and Newstead5 state, challenges require planning and demand decisions and actions that impact reality. Often, the ramifications of the decisions made by leaders in times of challenge will not be known until long afterward, which means that leaders must make choices and decide on actions that will have consequences for both the present and the future.

As highlighted by Sleemat,6 it is essential for leaders to deeply understand the context of the 21st century and constantly develop skills to address its many challenges. This is crucial for guiding educational institutions through the economic, technological, and cultural transformations that are affecting societies around the world. Additionally, leaders need to inspire positive change, be sensitive to cultural diversity, and be ready to adapt to the era of artificial intelligence (AI). They must also know their responsibility to represent the best in love and service to people.

Adventist educational leaders need to maintain fidelity to Christian values and principles. They must also address ideological polarizations, religious conflicts, and the high competitiveness of contemporary society with resilience and vision, in order to ensure the relevance and positive impact of Adventist education in the contemporary world.

Consequently, the three main challenges of Adventist educational leadership in Northern Asia are (1) harmoniously integrating Christian values with academic teaching; (2) adapting and effectively responding to the economic, technological, and cultural transformations of the 21st century; and (3) inspiring positive change while confronting ideological polarizations and competition in contemporary society. However, we need to understand that these challenges also generate significant opportunities for Adventist education.

Opportunities for Adventist Educational Leadership

Northern Asia’s rich cultural and linguistic diversity offers Adventist education a unique opportunity to create a meaningful and engaging learning environment and to become an agent of integration and social transformation through offering contextualized curricula and pedagogies.

Poverty and social inequality are realities in many regions of the 10/40 Window. Adventist education requires a commitment to ensuring access to quality education for all, regardless of students’ social class or economic condition. Innovative initiatives will enable Adventist education to break barriers and democratize access to knowledge, thereby promoting development and social mobility.

The interconnectedness of the world requires educational leaders to navigate diverse cultural contexts, promote international collaborations, and contribute to mitigating global challenges.7 Institutions like the Adventist School of Thatta, a small school with 79 students located in a city with more than 2,000 years of history in southern Pakistan, and the Dhaka Adventist Pre-Seminary and School in Bangladesh, serving more than 3,000 students, are notable examples at the forefront of Adventist education. These schools play a crucial role in fulfilling the church’s mission within two majority-Muslim countries by providing quality education and contributing to these nations’ development. When integrated with academic excellence, an educational approach centered on Christian values produces a transformative force, nurturing peace, justice, and love, and instilling hope within communities.

As the 21st century progresses, opportunities for Adventist education are expanding, especially in regions of Northern Asia with high levels of technological advancement. Leadership in this new scenario requires a global mindset and the ability to cultivate a culture of innovation.8 Similarly, leaders in Adventist education must operate within a broad context, demonstrating global thinking and encouraging interconnection and creativity to drive innovation within the church’s educational institutions.

In countries like South Korea, Adventist education is at the forefront of integrating technologies into the educational field through establishing centers of excellence. Sahmyook University and Sahmyook Health University in Seoul exemplify this initiative. Besides employing highly qualified professionals, these universities offer students and the entire academic community access to the latest advancements in new technologies. By embracing the integration of digital technologies in education and adopting planned and ethical use of artificial intelligence, these institutions can further elevate the quality and excellence of the education they offer, thereby preparing students for future challenges.

By facing challenges with resilience and firm commitment, leaders have the opportunity to strengthen biblical values and principles, provide a wholistic education that transcends mere academic knowledge, and empower students to become agents of positive change in their communities as they prepare to take their place as citizens of the heavenly kingdom. This approach ensures Adventist education’s relevance and lasting impact on local societies and the world.

Planting Seeds of Eternal Transformation

Adventist education must commit to being an agency of social and spiritual transformation, with the mission of contributing to the construction of a fairer, more peaceful, prosperous world, planting seeds of hope in people’s hearts. And the 10/40 Window presents many opportunities.

To achieve our goals, it is crucial that we have adequately prepared leaders capable of advancing, overcoming obstacles, and seizing the opportunities that arise. Such leaders must demonstrate a solid commitment to the philosophy and mission of the institutions they represent and possess or develop the necessary competencies. Only then will they be able to guide their teams with discernment and conviction, always seeking progress and excellence in the face of current and upcoming challenges.

Given the importance of leadership for institutional success, it is essential to explore the different types of leadership that can successfully guide these organizations toward progress and excellence. It is also essential to know what kinds of leadership will not be effective. Leaders must be aware of the complex relationships between different combinations of leadership behaviors and their own well-being to balance the benefits and potential challenges associated with such behaviors.9Effective leadership can result from a combination of several approaches to leadership. Discussed here are three: transformational, intercultural, and servant leadership. By exploring these different types of leadership, and identifying and incorporating the best qualities of each, leaders will be able to apply approaches and strategies that can contribute significantly to their personal growth and the success of their organization.

Transformational Leadership

Transformational leadership seeks to inspire and motivate collaborators to reach their full potential. The principles of this approach can function as a guide for organizations and collaborators, offering good direction in the face of constant changes and new opportunities. Transformational leadership provides conditions for achieving good organizational results concerning individual and team performance.10 Ideally, it allows leaders to establish a shared vision that guides employees toward challenging goals, promoting a positive, meaningful, and innovative work environment.

Creativity and pursuing innovative solutions create an environment conducive to continuous learning and developing new skills. This wholistic approach, which values ​​employees’ personal and professional growth, contributes to the formation of resilient teams ready to face the demands of a constantly changing society.

Transformational leaders act as compasses, guiding their teams through organizational change processes and fostering innovation at all levels. Their long-term vision and ability to anticipate trends and opportunities allow their organizations to position themselves strategically and competitively, even amid turbulent times.

Adventist education in Northern Asia must intensify its efforts to provide circumstances for continuous learning, development of new skills, creativity, and the pursuit of innovative solutions. Deng et al.11 emphasize that initiatives based on transformational leadership can teach leaders positive and effective leadership behaviors, as well as provide opportunities for them to practice and improve these behaviors—and this includes the adoption of charismatic behaviors such as active communication and listening, positive self-confidence, and cultivation of trust in order to achieve higher levels of effectiveness.12

Intercultural Leadership

In a globalized and diversified context, intercultural leadership emerges as an essential tool to promote understanding and collaboration among individuals from different backgrounds and cultures. Intercultural leaders take on the roles of explorers, diplomats, and bridge builders, weaving bonds between different cultures and driving growth in a globalized environment. This is especially necessary for Adventist education, which functions in more than 150 countries13 and plays a role in training leaders and citizens for a multitude of different cultures.

As pointed out by Sleemat,14 effective leadership in the contemporary educational context requires an inclusive approach that values cultural diversity and promotes equity. This cultural sensitivity translates into empathy, allowing these leaders to put themselves in the shoes of others to better understand their values, beliefs, and motivations. These bridges of empathy pave the way for building relationships of trust and mutual respect.

In addition to promoting cultural understanding, intercultural leadership fosters innovation as a fruit of diversity. It seeks to bring together talents from different backgrounds and perspectives, and this multiplicity of thoughts and approaches drives brainstorming, generating new possibilities and propelling organizational growth.

Leaders capable of navigating cultural diversity and building international partnerships are in high demand. And this is exactly where Adventist education can play a significant role. Within our diverse network of institutions, opportunities to build bridges between cultures without compromising the philosophical foundations of the organization are plentiful. Investing in coaching and mentoring programs that can help train leaders to work cross-culturally, providing opportunities to collaborate and problem-solve, and engaging in conversation and dialogue are some ways Adventist education can support and help cultivate capable leaders.

Servant Leadership

Servant leadership seeks to prioritize the well-being and development of team members, thus promoting a healthy and inspiring work environment. As a model, it stands out as one that transcends the boundaries of traditional leadership theories.15 Based on the premise of serving others, this approach emphasizes the importance of creating a cohesive community and maintaining high ethical standards within organizations.16

Studies show servant leadership inspires creativity and innovation, promoting a culture of continuous improvement in the workplace.17 At the same time, it builds trust in leadership and a perception that processes are fair and in the best interests of those being served.18 When organizational leaders embrace servant leadership in their daily practices, it improves the collective commitment of all who work in the institution, promotes a culture of gratitude and social intelligence, and drives organizational success.19 To bring out the best in those they lead, leaders must engage in individual interaction to understand the skills, needs, desires, goals, and potential of those with whom they serve.20

In Adventist education, servant leadership assumes a crucial role. Leaders are tasked with guiding others according to biblical principles, aiming to meet their needs and the needs of the institution they represent. They lead by example, following the principles established by Jesus Christ. Therefore, servant leadership in Adventist education emerges as a source of inspiration and guidance, leading others toward divine purposes and the common good.

Leadership in the Era of Artificial Intelligence

Equally relevant is the impact of artificial intelligence on leadership, exploring how this technology can be integrated ethically and effectively to optimize processes and help make informed decisions. In the uncharted territories of the AI revolution, leadership must position itself as a compass, guiding organizations and their leaders through a landscape of transformative possibilities. Adventist education leaders need to assume the roles of explorers, innovators, and strategists, seamlessly integrating emerging technologies into the framework of educational institutions and organizations. The ability to harness the power of AI while upholding ethical principles and human values will be a crucial strategy in shaping the path to success in the 21st century.

According to McCarthy, Sammon, and Alhassan,21 despite various elements that can affect the successful execution of a digital transformation program (i.e., how to work with people, processes, and technology when building and planning to implement digital processes), none has as much influence as qualified and competent leadership. Leaders who have a clear vision of the current context and the future, along with a deep understanding of the capabilities and limitations of new technologies, can seek to use them as a catalyst for innovation and efficiency, developing, as Organa and Sus22 put it, an innovative and creative mindset to lead the transformation.

However, it is important to remember that AI presents both challenges and opportunities, especially in education. Educational leaders must address the ethical implications of AI-based learning platforms and ensure that while using these tools to personalize education, they also safeguard the safety and privacy of students, faculty, and staff. This well-planned integration of new technologies into education can foster more inclusive and equitable learning environments that meet the diverse needs of students and educators.

To achieve good results, digital transformation must be a strategic priority, argue McCarthy, Sammon, and Alhassan,23 and organizational mindset must change and adapt accordingly. Organa and Sus24 state that leaders who have embraced this vision should drive technological innovations, promote employee participation, and minimize resistance. AI-era leaders must commit to lifelong learning and adopt an innovation mindset as technology continues to reshape the world. They must actively seek knowledge about emerging AI trends and applications, ensuring their leadership strategies remain agile and adaptable.

Developing an organizational culture predisposed to integrating new digital technologies is a key aspect for institutions desiring to leverage the opportunities of this rapidly developing era.25 According to Sleemat,26 rapid technological advancements have the potential to transform education delivery and access. Educational leaders need to advocate for the integration of technology into teaching and learning processes.

Conclusion

Throughout this article, we have explored some of the challenges and opportunities faced by Adventist education in Northern Asia. From the challenges of educational leadership to the opportunities provided by cultural diversity and technological advancements, it is clear that Adventist education has a comprehensive mission: promoting the physical, mental, spiritual, and social development of students,27 shaping conscientious, engaged citizens empowered to face the challenges of the contemporary world, and simultaneously preparing them, by the grace of Christ, to receive heavenly citizenship.

Adventist educational leaders navigate a sea of constant change, which requires them to acquire a deep understanding of the 21st-century context and skills to lead authentically, transformationally, and interculturally. They are challenged to effectively integrate new technologies, such as artificial intelligence while remaining faithful to Christian values and the Adventist educational mission.

Despite the challenges involving Adventist educational institutions in Northern Asia, and the difficulties experienced by many who live within the 10/40 Window, opportunities abound. Cultural diversity provides room for pedagogical innovation and the creation of meaningful learning environments, the expansion of technological advancements, and more accessible and inclusive education.

Adventist leaders are called to serve. They are called to model their service after Jesus Christ, who led His followers with integrity, humility, and an unwavering commitment to mission. In this region of opportunities, Adventist education can be a beacon of hope for millions of people. It has the potential to be a transformative force not only today but also in preparing people for God’s eternal kingdom, where “every power will be developed, every capability increased. The grandest enterprises will be carried forward, the loftiest aspirations will be reached, the highest ambitions realized. And still, there will arise new heights to surmount, new wonders to admire, new truths to comprehend, fresh objects to call forth the powers of body and mind and soul.”28


This article has been peer reviewed.

Edgard Leonel Luz

Edgard Leonel Luz, MEd, is the Education Director for the Northern Asia-Pacific Division of Seventh-day Adventists in Gyeonggi-do, Republic of Korea. An ordained minister of the Seventh-day Adventist Church, he has served in several administrative, publishing, and teaching roles throughout the South American Division and also in the public sector. He holds a bachelor’s degree in Portuguese Language (Brazil Adventist University, São Paulo, Brazil) and Master of Arts in Leadership (Andrews University, Berrien Springs, U.S.A.), along with several other certifications. Currently, he is completing a PhD in Multimedia in Education (Aveiro University, Portugal).

Recommended citation:

Edgard Leonel Luz, “Adventist Education in Northern Asia: Challenges and Opportunities for Leadership in the AI Age,” The Journal of Adventist Education 86:2 (2024): 17-22. https://doi.org/10.55668/jae0071

NOTES AND REFERENCES

  1. Ronald E. Riggio and Toby Newstead, “Crisis Leadership,” Annual Review of Organizational Psychology and Organizational Behavior 10 (January 2023): 201-224. https://doi.org/10.1146/annurev-orgpsych-120920-044838.
  2. In this article, “Northern Asia” refers to the countries included in the Northern Asia-Pacific Division of the Seventh-day Adventist Church. This division is comprised of Bangladesh, Democratic People’s Republic of Korea, Japan, Mongolia, Nepal, Pakistan, Republic of Korea, Sri Lanka, and Taiwan. For more information, see https://www.adventist.org/world-church/northern-asia-pacific/.
  3. The “10/40 Window” is commonly known as a rectangular area 10 degrees and 40 degrees north latitude; some also refer to it as the “Resistant Belt.” This area includes countries in North Africa, the Middle East, and Asia. The gospel of Jesus Christ has yet to reach millions within this region of the world. Within the Northern Asia-Pacific Division, 8 percent are Christians, and the remaining 92 percent are Buddhists, Shintoists, Muslims, shamans, and atheists. For more, see https://gm.adventistmission.org/the-1040-window and https://joshuaproject.net/resources/articles/10_40_window.
  4. Ellen G. White, Fundamentals of Christian Education (Nashville, Tenn.: Southern Publishing Assn., 1923), 165.
  5. Riggio and Newstead, “Crisis Leadership.”
  6. Mohammad Abdallah Ismael Al Sleemat, “Leadership in Education Management,” International Journal of Health Sciences 6:S6 (June 2022): 8, 794–798, 803. https://doi.org/10.53730/ijhs.v6ns6.12348.
  7. Ibid.
  8. Michal Organa and Aleksandra Sus, “Leadership 4.0. New Definition and Distinguishing Features,” Procedia Computer Science 225 (2023): 3,701–3,709. https://doi.org/10.1016/j.procs.2023.10.365.
  9. Lennart Poetz and Judith Volmer, “What Does Leadership Do to the Leader? Using a Pattern-oriented Approach to Investigate the Association Between Daily Leadership Profiles and Daily Leader Well-Being,” Journal of Business and Psychology (2024). https://doi.org/10.1007/s10869-024-09939-6.
  10. Connie Deng et al., “Transformational Leadership Effectiveness: An Evidence-based Primer,” Human Resource Development International 26:5 (2023): 627–641. https://doi.org/10.1080/13678868.2022.2135938.
  11. Ibid.
  12. Poetz and Volmer, “What Does Leadership Do to the Leader?”; “What Is Charisma?” Skills You Need (2024): https://www.skillsyouneed.com/ips/charisma.html#:~:text=Being%20charismatic%20involves%20communicating%20dynamically,respect%20and%20trust%20of%20others.
  13. North American Division Office of Education, “Frequently Asked Questions”: https://v1.adventisteducation.org/faq.html.
  14. Sleemat, “Leadership in Education Management.”
  15. Robert C. Liden et al., “Servant Leadership: Development of a Multidimensional Measure and Multi-level Assessment,” Leadership Quarterly 19:2 (2008): 161–177. https://doi.org/10.1016/j.leaqua.2008.01.006.
  16. Addisu Debalkie Demissie, Abebe Ejigu Alemu, and Assefa Tsegay Tensay, “Servant Leadership and Organizational Citizenship Behavior: The Mediating Role of Perceived Organizational Politics and the Moderating Role of Political Skill in Public Service Organizations,” Employee Responsibilities and Rights Journal (2024). https://doi.org/10.1007/s10672-023-09486-x.
  17. Senem Nart et al., “The Relationship of Diversity Management and Servant Leadership with Organizational Identification and Creativity in Multinational Enterprises.” Finans Politik & Ekonomik Yorumlar 55:637 (2018): 31–47: https://dergipark.org.tr/en/pub/fpeyd/issue/47986/607066; Allan Lee et al., “Servant Leadership: A Meta-analytic Examination of Incremental Contribution, Moderation, and Mediation,” Journal of Occupational and Organizational Psychology 93:1 (2020): 1–44. https://doi.org/10.1111/joop.12265; Deng et al., “Transformational Leadership Effectiveness: An Evidence-based Primer”; Organa and Sus, “Leadership 4.0. New Definition and Distinguishing Features.”
  18. Lee et al., “Servant Leadership: A Meta-Analytic Examination of Incremental Contribution, Moderation, and Mediation.”
  19. Demissie, Alemu, and Tensay, “Servant Leadership and Organizational Citizenship Behavior.
  20. Liden et al., “Servant Leadership: Development of a Multidimensional Measure and Multi-level Assessment.”
  21. Patrick McCarthy, David Sammon, and Ibrahim Alhassan, “Digital Transformation Leadership Characteristics: A Literature Analysis,” Journal of Decision Systems 32:1 (2022): 79–109. https://doi.org/10.1080/12460125.2021.1908934.
  22. Organa and Sus, “Leadership 4.0. New Definition and Distinguishing Features.”
  23. McCarthy, Sammon, and Alhassan, “Digital Transformation Leadership Characteristics: A Literature Analysis.”
  24. Organa and Sus, “Leadership 4.0. New Definition and Distinguishing Features.”
  25. McCarthy, Sammon, and Alhassan, “Digital Transformation Leadership Characteristics: A Literature Analysis.”
  26. Sleemat, “Leadership in Education Management.”
  27. Ellen G. White, Education (Mountain View, Calif.: Pacific Press, 1903), 13.
  28. Ibid., 307.