Empowering leaders for digital transformation in higher education: a Fanonian perspective
Résumé
This paper examines the relevance of Frantz Fanon’s postcolonial theories of alienation, liberation, and the psychology of oppression for addressing sociopolitical challenges in the digital transformation of higher education. Using a PRISMA-based systematic review of 128 peer-reviewed articles (2012–2023) from Scopus and ERIC, the study applies a hybrid analytical method to explore how Fanon’s concepts can inform leadership strategies that foster equity, empowerment, and critical consciousness in technology integration. Findings suggest that digital transformation risks reinforcing technological determinism and power asymmetries if sociopolitical contexts are neglected, whereas leadership guided by Fanon promotes inclusive participation and positions technology as a tool for liberation. By integrating Fanon’s postcolonial framework with digital transformation leadership, the study offers a unique conceptual contribution that has not been systematically addressed in previous research. A limitation is the exclusive reliance on secondary literature, indicating the need for further empirical validation. The paper emphasises the importance of dismantling structural inequities and resisting neo-colonial paradigms to ensure digital innovation advances inclusivity and social justice.
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