Chinese Value-Based Leadership in Education (CVBLE) Conference 2027
Call for Paper
The Academy for Educational Development and Innovation (AEDI) at The Education University of Hong Kong is pleased to announce the Chinese Value-Based Leadership in Education (CVBLE) Conference 2027, themed “The Future of Educational Leadership: Challenges of Global Connectivity, Organizational Innovation, and Cross-Sector Wisdom.” This conference aims to examine how educational leadership is evolving in response to increasing global interconnectedness, rapid organizational change, and expanding cross-sector collaboration. With particular attention to Chinese educational contexts and leadership traditions, the conference provides a platform for engaging with emerging challenges while exploring how value-based leadership can inform sustainable, culturally grounded, and contextually responsive practices in education (Fullan, 2023; Hallinger, 2011).
Chinese Value-Based Leadership in Education (CVBLE) is grounded in enduring philosophical traditions while actively engaging with interdisciplinary perspectives, global contexts, and technological transformation. Drawing on values commonly associated with Chinese leadership traditions, such as collective responsibility, relational trust, harmony, and shared purpose, CVBLE emphasizes the development of professional, social, and human capital in leadership practice, particularly through collaborative learning and system-wide capacity building (Hargreaves & Fullan, 2012; Liu et al., 2016). These perspectives resonate strongly with contemporary concerns, including teacher agency, leadership effectiveness, and the ethical dimensions of digital transformation in education (Leithwood et al., 2020; Williamson & Eynon, 2020). In an era shaped by global connectivity and rapid innovation, CVBLE offers a framework for understanding how leaders can integrate cultural values with organizational learning, navigate complexity across systems, and sustain trust, coherence, and professional integrity across diverse educational settings (Knox, 2018; Tan et al., 2024).
Details
Dates: 25–26 January 2027
Key Dates
Call for Abstracts Closes: 30 October 2026
Notification of Results: 06 November 2026
We welcome contributions from educators, school leaders, policymakers, academics, researchers, and students interested in advancing the discourse on Chinese Value-Based Leadership in Education (CVBLE).
Abstracts should be between 200 and 250 words, clearly presenting the objectives, methods, key findings (if applicable), and significance of the study or project.
Submissions must align with the conference theme and address one or more of the following conference strands: Interdisciplinary Leadership for Chinese Education; Teacher Advocacy, Professional Capital, and Policy Change; Chinese and Asian Leadership Models and Educational Innovation; and Ethical Governance and Digital Transformation in Chinese Leadership.
All submissions must be made through the official online submission platform available on the conference website. Submissions via other channels will not be accepted.
References
Fullan, M. (2023). The principal 2.0: Three keys to maximizing impact (2nd ed.). Jossey-Bass.
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142. https://doi.org/10.1108/09578231111116699
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Knox, J. (2018). Critical education and digital cultures. In M. A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory (pp. 264–269). Springer Singapore. https://doi.org/10.1007/978-981-287-588-4_124
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Liu, S., Hallinger, P., & Feng, D. (2016). Supporting the professional learning of teachers in China: Does principal leadership make a difference? Teaching and Teacher Education, 59, 79–91. https://doi.org/10.1016/j.tate.2016.05.023
Tan, C. Y., Dimmock, C., & Walker, A. (2024). How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis. Educational Management Administration & Leadership, 52(1), 6–27. https://doi.org/10.1177/17411432211061445
Williamson, B., & Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology, 45(3), 223–235. https://doi.org/10.1080/17439884.2020.1798995