Beyond Boundaries Global Leaders Breaking Barriers in Education, 2025 Richard C. Larson

1. L E A D E R S May|2025 From Classroom to Campus How to Inspire Global Educa?on Leadership in Schools? Turning Vision into Reality How to Build a Digital Learning Ecosystem?

4. E Redefining Educa?on Without Limits I n a world that is constantly shifting technologically, socially, and geopolitically, education stands as both a compass and a catalyst. It shapes minds, unlocks potential, and bridges cultures. But what truly transforms education are the visionaries who dare to go beyond traditional limits, reimagining learning as a lifelong, inclusive, and borderless pursuit. policies for marginalized communities, their work reminds us that education is not just about curriculum it’s about courage, creativity, and compassion. As you turn the pages, you’ll meet educators, policymakers, entrepreneurs, and activists whose stories inspire and challenge us. Their impact extends far beyond the walls of classrooms, transcending language, culture, and economic barriers. They are proof that leadership in education is not a position, it’s a mission. The CIO Leaders special edition, Beyond Boundaries: Global Leaders Breaking Barriers in Education, 2025, is a tribute to those pioneering individuals who are redefining the very purpose and power of education. These global leaders are not only changing how we teach and learn, but they are also reshaping access, equity, and innovation in every corner of the globe. From introducing AI-enabled classrooms in underserved regions to championing indigenous knowledge systems and creating inclusive At a time when the world faces uncertainty, these leaders provide a powerful reminder: education remains the most effective tool we must shape a just and sustainable future. We are honored to share their journeys in this edition. Happy Reading! James?Green

5. E Redefining Educa?on Without Limits I n a world that is constantly shifting technologically, socially, and geopolitically, education stands as both a compass and a catalyst. It shapes minds, unlocks potential, and bridges cultures. But what truly transforms education are the visionaries who dare to go beyond traditional limits, reimagining learning as a lifelong, inclusive, and borderless pursuit. policies for marginalized communities, their work reminds us that education is not just about curriculum it’s about courage, creativity, and compassion. As you turn the pages, you’ll meet educators, policymakers, entrepreneurs, and activists whose stories inspire and challenge us. Their impact extends far beyond the walls of classrooms, transcending language, culture, and economic barriers. They are proof that leadership in education is not a position, it’s a mission. The CIO Leaders special edition, Beyond Boundaries: Global Leaders Breaking Barriers in Education, 2025, is a tribute to those pioneering individuals who are redefining the very purpose and power of education. These global leaders are not only changing how we teach and learn, but they are also reshaping access, equity, and innovation in every corner of the globe. From introducing AI-enabled classrooms in underserved regions to championing indigenous knowledge systems and creating inclusive At a time when the world faces uncertainty, these leaders provide a powerful reminder: education remains the most effective tool we must shape a just and sustainable future. We are honored to share their journeys in this edition. Happy Reading! James?Green

6. C O 08 C O V E R S T O R Y N T E N T S A R T I C L E S 18 From Classroom to Campus How to Inspire Global Educa?on Leadership in Schools? 22 Turning Vision into Reality How to Build a Digital Learning Ecosystem?

7. C O 08 C O V E R S T O R Y N T E N T S A R T I C L E S 18 From Classroom to Campus How to Inspire Global Educa?on Leadership in Schools? 22 Turning Vision into Reality How to Build a Digital Learning Ecosystem?

8. L E A D E R S May|2025 From Classroom to Campus How to Inspire Global Educa?on Leadership in Schools? Turning Vision into Reality How to Build a Digital Learning Ecosystem? Merry D'Souza Editor-in-Chief Deputy Editor James Green Executive Editor Mike Anderson Assistant Editor Anish Miller David King Visualizer Art & Design Director George Kingston Company Name Featured Person Brief Associate Designer Tim Daniels Specialist in digital strategy, marketing, and audience insights, with extensive experience in integrated campaigns, business development, and teaching digital marketing principles. Organizational development expert, author, and educator passionate about change management, team building, and leveraging technology to enable transformational organizational growth. Senior Sales Manager Mane S. HomePros homepros.com Dan Prudhomme Vice President Marketing Manager James Sykes Technical Head SME-SMO Executive Phil Bristol Simon Gayle FinTank Fintank.org George Vukotich Founder Accomplished business leader with expertise in corporate strategy, operational optimization, and innovation, noted for driving growth and fostering collaborative partnerships across industries Dave Business Development Manager Group Forem forem.mx Jeronimo Brahi CEO Morgan Sales Executives David, JD Business Development Executives May, 2025 Dynamic executive with over 20 years’ experience in sales management, strategic planning, and team leadership, known for driving transformational projects and exceptional customer experiences. Digital Marketing Manager Steve, Joe BenQ UK benq.co.uk Nicola Pearce Head of Education Dominique T. Research Analyst Circulation Manager Database Management Technology Consultant Frank Adams Robert Brown Stella Andrew David Stokes Renowned engineer and operations research specialist, recognized for pioneering work in urban service systems, queueing theory, disaster planning, and technology-enabled education. Richard C. Larson Professor at MIT MIT mit.edu

9. L E A D E R S May|2025 From Classroom to Campus How to Inspire Global Educa?on Leadership in Schools? Turning Vision into Reality How to Build a Digital Learning Ecosystem? Merry D'Souza Editor-in-Chief Deputy Editor James Green Executive Editor Mike Anderson Assistant Editor Anish Miller David King Visualizer Art & Design Director George Kingston Company Name Featured Person Brief Associate Designer Tim Daniels Specialist in digital strategy, marketing, and audience insights, with extensive experience in integrated campaigns, business development, and teaching digital marketing principles. Organizational development expert, author, and educator passionate about change management, team building, and leveraging technology to enable transformational organizational growth. Senior Sales Manager Mane S. HomePros homepros.com Dan Prudhomme Vice President Marketing Manager James Sykes Technical Head SME-SMO Executive Phil Bristol Simon Gayle FinTank Fintank.org George Vukotich Founder Accomplished business leader with expertise in corporate strategy, operational optimization, and innovation, noted for driving growth and fostering collaborative partnerships across industries Dave Business Development Manager Group Forem forem.mx Jeronimo Brahi CEO Morgan Sales Executives David, JD Business Development Executives May, 2025 Dynamic executive with over 20 years’ experience in sales management, strategic planning, and team leadership, known for driving transformational projects and exceptional customer experiences. Digital Marketing Manager Steve, Joe BenQ UK benq.co.uk Nicola Pearce Head of Education Dominique T. Research Analyst Circulation Manager Database Management Technology Consultant Frank Adams Robert Brown Stella Andrew David Stokes Renowned engineer and operations research specialist, recognized for pioneering work in urban service systems, queueing theory, disaster planning, and technology-enabled education. Richard C. Larson Professor at MIT MIT mit.edu

10. Without my real- world experiences, I’d have never been successful as a professor. Richard Larson Professor MIT

11. Without my real- world experiences, I’d have never been successful as a professor. Richard Larson Professor MIT

12. Beyond Boundaries: Global Leaders Breaking Barriers in Educa?on, 2025 B efore examining the distinguished career of Richard C. Larson, it is necessary to acknowledge the significant impact a committed individual can have on academic fields, public system change, and world educational technology. Richard's path is a testament to the long-term power of inquiry, service, and the never-ending quest for pragmatic solutions to complex problems. Students need to be focused, energe?c, inquisi?ve, willing to take risks, and wan?ng to make posi?ve changes in the world. Introduction Richard, widely referred to as "Doctor Queue" due to his groundbreaking contributions to queueing theory, is a model of cross-disciplinary scholarship and public influence. For over half a century at the Massachusetts Institute of Technology (MIT), Richard has established himself as professor, researcher, inventor, mentor, and leader of thought. His distinctive combination of mathematical precision, field-based pragmatism, and forward-looking leadership has had a lasting impact on operations research, urban systems, and technology- facilitated education. Richard's legacy is not only in terms of scholarly work and institutional innovations but in the myriad lives enriched by his dedication to bridging theory and practice. Early Life and Academic Foundations For Richard, OR was not merely a learned academic endeavor but an active approach for dealing with the "messy" issues of the real world. He characterized OR as "research on operations," with a focus on the importance of working directly with real systems-public safety, transportation, health care, and education. Richard was born in 1943 in Bayside, Queens, New York City. He came from a family that prized education and curiosity, and Richard's early life was characterized by intellectual curiosity and a desire to comprehend the systems governing everyday existence. Richard moved around a number of times as a child before graduating from Needham High School and then going on to attend MIT, where he received his Bachelor's, Master's, and Ph.D. degrees in electrical engineering in 1969. Boots-on-the-Ground Approach Richard's OR philosophy was characterized by an absolute commitment to fieldwork and actual-world involvement. Richard was convinced that only good solutions could arise from a rich comprehension of operational realities, frequently demanding researchers to "get their boots muddy." This philosophy found expression in his practice with public sector organizations, where he utilized OR principles to enhance emergency response systems, optimize urban infrastructure, and improve service delivery. Richard's years at MIT overlapped with an era of explosive innovation in applied mathematics and engineering. Guided by the best minds in operations research, he absorbed the value of closing the gap between academic theory and real- world application-a philosophy that would be the defining characteristic of his career. Operations Research: Theory Meets Practice One of Richard's greatest achievements was helping to optimize New York City's 911 emergency call system. Through the application of queueing theory and sophisticated scheduling models, Richard and his group cut response times by a huge margin and optimized resource use. Although it is impossible to measure the full extent of these gains, Richard was adamant that their efforts saved lives and raised the bar for public safety operations. The Essence of Operations Research Operations research (OR) is a field of study that draws on multiple disciplines to use mathematical models, statistical methods, and optimization procedures to address challenging decision-making problems.

13. Beyond Boundaries: Global Leaders Breaking Barriers in Educa?on, 2025 B efore examining the distinguished career of Richard C. Larson, it is necessary to acknowledge the significant impact a committed individual can have on academic fields, public system change, and world educational technology. Richard's path is a testament to the long-term power of inquiry, service, and the never-ending quest for pragmatic solutions to complex problems. Students need to be focused, energe?c, inquisi?ve, willing to take risks, and wan?ng to make posi?ve changes in the world. Introduction Richard, widely referred to as "Doctor Queue" due to his groundbreaking contributions to queueing theory, is a model of cross-disciplinary scholarship and public influence. For over half a century at the Massachusetts Institute of Technology (MIT), Richard has established himself as professor, researcher, inventor, mentor, and leader of thought. His distinctive combination of mathematical precision, field-based pragmatism, and forward-looking leadership has had a lasting impact on operations research, urban systems, and technology- facilitated education. Richard's legacy is not only in terms of scholarly work and institutional innovations but in the myriad lives enriched by his dedication to bridging theory and practice. Early Life and Academic Foundations For Richard, OR was not merely a learned academic endeavor but an active approach for dealing with the "messy" issues of the real world. He characterized OR as "research on operations," with a focus on the importance of working directly with real systems-public safety, transportation, health care, and education. Richard was born in 1943 in Bayside, Queens, New York City. He came from a family that prized education and curiosity, and Richard's early life was characterized by intellectual curiosity and a desire to comprehend the systems governing everyday existence. Richard moved around a number of times as a child before graduating from Needham High School and then going on to attend MIT, where he received his Bachelor's, Master's, and Ph.D. degrees in electrical engineering in 1969. Boots-on-the-Ground Approach Richard's OR philosophy was characterized by an absolute commitment to fieldwork and actual-world involvement. Richard was convinced that only good solutions could arise from a rich comprehension of operational realities, frequently demanding researchers to "get their boots muddy." This philosophy found expression in his practice with public sector organizations, where he utilized OR principles to enhance emergency response systems, optimize urban infrastructure, and improve service delivery. Richard's years at MIT overlapped with an era of explosive innovation in applied mathematics and engineering. Guided by the best minds in operations research, he absorbed the value of closing the gap between academic theory and real- world application-a philosophy that would be the defining characteristic of his career. Operations Research: Theory Meets Practice One of Richard's greatest achievements was helping to optimize New York City's 911 emergency call system. Through the application of queueing theory and sophisticated scheduling models, Richard and his group cut response times by a huge margin and optimized resource use. Although it is impossible to measure the full extent of these gains, Richard was adamant that their efforts saved lives and raised the bar for public safety operations. The Essence of Operations Research Operations research (OR) is a field of study that draws on multiple disciplines to use mathematical models, statistical methods, and optimization procedures to address challenging decision-making problems.

14. Practitioner First, Academic Second Mentoring the Next Generation During the course of his career, Richard insisted that his success as a scholar lay in his status as a practitioner. Regularly, he worked with public agencies, non-profit organizations, and industry partners, making sure that his research was responsive to pressing social needs. This practitioner orientation shaped his instruction as well, as he advocated that students tackle problems directly and view theory and practice as inextricable parts of good problem- solving. Richard's impact was far-reaching beyond the classroom. Throughout his career, he guided many doctoral students, such as Kent W. Colton and Maia Majumder, who have gone on to notable careers in academia, industry, and public service. His mentorship was marked by a sincere interest in the professional and personal growth of his students and a dedication to developing intellectual curiosity and moral responsibility. Consulting and Real-World Impact Educational Philosophy and Mentorship Aside from his teaching duties, Richard oversaw off- campus consulting companies like Public Systems Evaluations, Inc. and ENFORTH Corp. These firms gave students the chance to work on actual projects over their summer vacations, usually in tough urban settings like New York City. The exposure of working on field operational issues enriched students' studies and motivated many to pursue meaningful careers in operations research and allied fields. Integrating Theory and Practice As a teacher, Richard was famous for combining tough theoretical training with practical, experiential learning. He eschewed a strictly "theorem-proof" pedagogy, believing that operations research students needed to gain an intuitive grasp of actual systems through experience. His own courses at MIT focused on field studies, case studies, and group projects that forced students to use analytical methods on messy, unstructured problems. Leadership in Educational Technology Vision for Technology-Enabled Learning Richard's passion to enhance education did not stop at regular classrooms. In seeing the transformational potential of digital technology, he became an early and foremost champion for putting technology at the center of teaching and learning. His enthusiasm in educational technology started when he witnessed the good impacts of digital technologies on his own children's education, and so he wanted to find means of scaling such effects to wider communities. Center for Advanced Educational Services (CAES) Between 1995 and 2003, Richard was the director of MIT's Center for Advanced Educational Services (CAES). During his tenure, CAES created and implemented technology- enabled learning solutions for students globally, overcoming geographical barriers and increasing access to quality education. The center's work provided the foundation for future innovations in online and blended learning at MIT and elsewhere. Establishing the Learning International Networks Consortium (LINC) In 2002, Richard established the Learning International Networks Consortium (LINC), an international organization based at MIT that seeks to use technology to deliver quality education at scale.

15. Practitioner First, Academic Second Mentoring the Next Generation During the course of his career, Richard insisted that his success as a scholar lay in his status as a practitioner. Regularly, he worked with public agencies, non-profit organizations, and industry partners, making sure that his research was responsive to pressing social needs. This practitioner orientation shaped his instruction as well, as he advocated that students tackle problems directly and view theory and practice as inextricable parts of good problem- solving. Richard's impact was far-reaching beyond the classroom. Throughout his career, he guided many doctoral students, such as Kent W. Colton and Maia Majumder, who have gone on to notable careers in academia, industry, and public service. His mentorship was marked by a sincere interest in the professional and personal growth of his students and a dedication to developing intellectual curiosity and moral responsibility. Consulting and Real-World Impact Educational Philosophy and Mentorship Aside from his teaching duties, Richard oversaw off- campus consulting companies like Public Systems Evaluations, Inc. and ENFORTH Corp. These firms gave students the chance to work on actual projects over their summer vacations, usually in tough urban settings like New York City. The exposure of working on field operational issues enriched students' studies and motivated many to pursue meaningful careers in operations research and allied fields. Integrating Theory and Practice As a teacher, Richard was famous for combining tough theoretical training with practical, experiential learning. He eschewed a strictly "theorem-proof" pedagogy, believing that operations research students needed to gain an intuitive grasp of actual systems through experience. His own courses at MIT focused on field studies, case studies, and group projects that forced students to use analytical methods on messy, unstructured problems. Leadership in Educational Technology Vision for Technology-Enabled Learning Richard's passion to enhance education did not stop at regular classrooms. In seeing the transformational potential of digital technology, he became an early and foremost champion for putting technology at the center of teaching and learning. His enthusiasm in educational technology started when he witnessed the good impacts of digital technologies on his own children's education, and so he wanted to find means of scaling such effects to wider communities. Center for Advanced Educational Services (CAES) Between 1995 and 2003, Richard was the director of MIT's Center for Advanced Educational Services (CAES). During his tenure, CAES created and implemented technology- enabled learning solutions for students globally, overcoming geographical barriers and increasing access to quality education. The center's work provided the foundation for future innovations in online and blended learning at MIT and elsewhere. Establishing the Learning International Networks Consortium (LINC) In 2002, Richard established the Learning International Networks Consortium (LINC), an international organization based at MIT that seeks to use technology to deliver quality education at scale.

16. LINC united universities, policymakers, and practitioners from more than 25 nations to tackle the educational challenges of disadvantaged and remote communities. The consortium held international symposia, facilitated cross- border collaborations, and advocated the application of e- learning, distance education, and information and communication technologies (ICTs) to democratize access to education. This blended technique has achieved uniform access to good quality STEM schooling for scholars of varied environments, especially in neglected areas. BLOSSOMS is an archetype for open courseware and hybrid learning across the globe. Scholarship and Thought Leadership I’ve always considered myself a prac??oner first and an academic second. Ground-Breaking Research on Queueing Theory and Urban Systems MIT BLOSSOMS: Blended Learning for Global Classrooms Richard's research is both wide-ranging and profound, ranging from foundational contributions to queueing theory, urban operations, and systems engineering. His work has influenced the design and management of intricate service systems, ranging from emergency response networks to transportation infrastructure. Richard's writing is characterized by clarity, practicality, and multidisciplinary appeal, which makes it readable both for academic and practitioner readerships. Richard's most important contribution to educational technology is probably the MIT BLOSSOMS (Blended Learning Open Source Science Or Math Studies) project. After a trip to a Chinese rural school, Richard had the idea of interactive video lessons that would motivate students and empower teachers, rather than just deliver information. BLOSSOMS delivers cost-free, interactive math and science modules presented by teachers globally that can be woven into local-classroom practice. Model Thinking for Everyday Life In his latest book, Richard has been concentrating on advocating "model thinking" for the masses. His interactive book, MODEL THINKING For Everyday Life: How to Make Smarter Decisions, published by INFORMS, acquaints readers with the two meanings of "model"-both as exemplary and conceptual. Richard supports the application of mathematical and conceptual models to make decisions in daily life better, with a focus on process rather than memorized answers. He urges readers to slow down, avoid technology shortcuts, and delve deeply into problems with basic analytical tools. His consulting engagements with organizations like the U.S. Postal Service and the City of New York have converted theoretical ideas into practical enhancements in service provision, resource management, and operational effectiveness. Richard's skill at articulating complicated ideas to a variety of stakeholders has established him as a much-desired advisor and partner. Advocacy for Human Intelligence Shaping Professional Societies In spite of recognizing the extraordinary abilities of artificial intelligence (AI), Richard is a strong supporter of human intelligence (HI). He warns of excessive dependence on technology and appeals to educators and students to remain focused on critical thinking, flexibility, and experiential learning. For Richard, learning involving inquiry, thinking, and iteration is more important than the mere knowledge of answers. Aside from his specific contributions, Richard has significantly helped develop the practice of operations research as an area through leadership of professional associations. He is a past president of both the Operations Research Society of America (ORSA) and the Institute for Operations Research and the Management Sciences (INFORMS). He has been recognized by multiple awards for both service and scholarship. Richard's leadership has created a vibrant, collaborative community of scholars and practitioners committed to developing the field and responding to global challenges. Impact on Public Policy and Organizational Practice Improving Public Sector Operations Richard's contributions have profoundly influenced the operations of public sector organizations.

17. LINC united universities, policymakers, and practitioners from more than 25 nations to tackle the educational challenges of disadvantaged and remote communities. The consortium held international symposia, facilitated cross- border collaborations, and advocated the application of e- learning, distance education, and information and communication technologies (ICTs) to democratize access to education. This blended technique has achieved uniform access to good quality STEM schooling for scholars of varied environments, especially in neglected areas. BLOSSOMS is an archetype for open courseware and hybrid learning across the globe. Scholarship and Thought Leadership I’ve always considered myself a prac??oner first and an academic second. Ground-Breaking Research on Queueing Theory and Urban Systems MIT BLOSSOMS: Blended Learning for Global Classrooms Richard's research is both wide-ranging and profound, ranging from foundational contributions to queueing theory, urban operations, and systems engineering. His work has influenced the design and management of intricate service systems, ranging from emergency response networks to transportation infrastructure. Richard's writing is characterized by clarity, practicality, and multidisciplinary appeal, which makes it readable both for academic and practitioner readerships. Richard's most important contribution to educational technology is probably the MIT BLOSSOMS (Blended Learning Open Source Science Or Math Studies) project. After a trip to a Chinese rural school, Richard had the idea of interactive video lessons that would motivate students and empower teachers, rather than just deliver information. BLOSSOMS delivers cost-free, interactive math and science modules presented by teachers globally that can be woven into local-classroom practice. Model Thinking for Everyday Life In his latest book, Richard has been concentrating on advocating "model thinking" for the masses. His interactive book, MODEL THINKING For Everyday Life: How to Make Smarter Decisions, published by INFORMS, acquaints readers with the two meanings of "model"-both as exemplary and conceptual. Richard supports the application of mathematical and conceptual models to make decisions in daily life better, with a focus on process rather than memorized answers. He urges readers to slow down, avoid technology shortcuts, and delve deeply into problems with basic analytical tools. His consulting engagements with organizations like the U.S. Postal Service and the City of New York have converted theoretical ideas into practical enhancements in service provision, resource management, and operational effectiveness. Richard's skill at articulating complicated ideas to a variety of stakeholders has established him as a much-desired advisor and partner. Advocacy for Human Intelligence Shaping Professional Societies In spite of recognizing the extraordinary abilities of artificial intelligence (AI), Richard is a strong supporter of human intelligence (HI). He warns of excessive dependence on technology and appeals to educators and students to remain focused on critical thinking, flexibility, and experiential learning. For Richard, learning involving inquiry, thinking, and iteration is more important than the mere knowledge of answers. Aside from his specific contributions, Richard has significantly helped develop the practice of operations research as an area through leadership of professional associations. He is a past president of both the Operations Research Society of America (ORSA) and the Institute for Operations Research and the Management Sciences (INFORMS). He has been recognized by multiple awards for both service and scholarship. Richard's leadership has created a vibrant, collaborative community of scholars and practitioners committed to developing the field and responding to global challenges. Impact on Public Policy and Organizational Practice Improving Public Sector Operations Richard's contributions have profoundly influenced the operations of public sector organizations.

18. The ANSWER is not the answer; The Process is the answer. Legacy and Lasting Influence Expanding the Frontiers of Knowledge Richard's contributions to operations research, urban systems, and educational technology have pushed the frontiers of practice and knowledge. His work has tackled some of the most important issues confronting contemporary society, from emergency response to fair access to education. Richard's interdisciplinary perspective and dedication to bridging theory and practice are an inspiration to future generations of scholars and practitioners. Conclusion Richard's MIT career and beyond define the impact of cross-disciplinary scholarship, practical application, and transformational leadership. As a trailblazer in operations research, an advocate for technology-enhanced education, and a mentor to countless students, Richard has left an invaluable legacy on academe, public policy, and international education. His legacy is one of service, innovation, and never wavered confidence in the power of human intellect to address the world's most intractable challenges. In a world of rapid technology and global crisis, Richard's work and life serve as a reminder that success is not to be measured in awards or technical capability, but by the long-term influence we leave on people's lives and on the systems that structure our world. Inspiring the Next Generation Richard's legacy lives on through the numerous students, peers, and organizations he has guided and influenced. His emphasis on the interconnectedness of theory and practice, his promotion of human-centered learning, and his vision for technology-supported education continue to influence the development of academic fields and public systems globally. A Lasting Impact on Education and Society As operations research and education technology advance, Richard's legacy continues to be a source of inspiration. His life shows that the greatest breakthroughs take place where science, service, and imagination intersect. Richard's life is an inspiration to everyone who wishes to leave a lasting legacy based on knowledge, imagination, and an unwavering allegiance to the common good.

19. The ANSWER is not the answer; The Process is the answer. Legacy and Lasting Influence Expanding the Frontiers of Knowledge Richard's contributions to operations research, urban systems, and educational technology have pushed the frontiers of practice and knowledge. His work has tackled some of the most important issues confronting contemporary society, from emergency response to fair access to education. Richard's interdisciplinary perspective and dedication to bridging theory and practice are an inspiration to future generations of scholars and practitioners. Conclusion Richard's MIT career and beyond define the impact of cross-disciplinary scholarship, practical application, and transformational leadership. As a trailblazer in operations research, an advocate for technology-enhanced education, and a mentor to countless students, Richard has left an invaluable legacy on academe, public policy, and international education. His legacy is one of service, innovation, and never wavered confidence in the power of human intellect to address the world's most intractable challenges. In a world of rapid technology and global crisis, Richard's work and life serve as a reminder that success is not to be measured in awards or technical capability, but by the long-term influence we leave on people's lives and on the systems that structure our world. Inspiring the Next Generation Richard's legacy lives on through the numerous students, peers, and organizations he has guided and influenced. His emphasis on the interconnectedness of theory and practice, his promotion of human-centered learning, and his vision for technology-supported education continue to influence the development of academic fields and public systems globally. A Lasting Impact on Education and Society As operations research and education technology advance, Richard's legacy continues to be a source of inspiration. His life shows that the greatest breakthroughs take place where science, service, and imagination intersect. Richard's life is an inspiration to everyone who wishes to leave a lasting legacy based on knowledge, imagination, and an unwavering allegiance to the common good.

20. From Classroom to Campus How to Inspire Global Education Leadership in Schools? I n today’s rapidly evolving global landscape, the role of education extends far beyond academic instruction. Schools are no longer just centers of local learning—they are incubators for future global citizens and leaders. As geopolitical, environmental, and technological challenges grow increasingly interconnected, the need for globally competent leadership within educational institutions becomes paramount. By cultivating a shared vision rooted in global competence, empowering educators, building inclusive communities, forming strategic international partnerships, and nurturing ethical leadership, schools can prepare students and staff alike to lead with empathy, adaptability, and global awareness. This article highlights how schools can foster leadership that not only excels within national boundaries but also thrives in a multicultural, international context. Creating a Vision Rooted in Global Competence The foundation of inspiring global education leadership lies in crafting a shared vision that emphasizes global competence. This vision must be more than a statement; it should reflect a commitment to developing students' understanding of diverse cultures, global systems, and multiple perspectives. 18 19 May 2025 www.thecioleaders.com

21. From Classroom to Campus How to Inspire Global Education Leadership in Schools? I n today’s rapidly evolving global landscape, the role of education extends far beyond academic instruction. Schools are no longer just centers of local learning—they are incubators for future global citizens and leaders. As geopolitical, environmental, and technological challenges grow increasingly interconnected, the need for globally competent leadership within educational institutions becomes paramount. By cultivating a shared vision rooted in global competence, empowering educators, building inclusive communities, forming strategic international partnerships, and nurturing ethical leadership, schools can prepare students and staff alike to lead with empathy, adaptability, and global awareness. This article highlights how schools can foster leadership that not only excels within national boundaries but also thrives in a multicultural, international context. Creating a Vision Rooted in Global Competence The foundation of inspiring global education leadership lies in crafting a shared vision that emphasizes global competence. This vision must be more than a statement; it should reflect a commitment to developing students' understanding of diverse cultures, global systems, and multiple perspectives. 18 19 May 2025 www.thecioleaders.com

22. Cultivating Partnerships with Global Institutions School leaders play a pivotal role in articulating and communicating this vision clearly to teachers, students, parents, and the broader community. Establishing partnerships with international organizations, universities, and NGOs enriches the school community and expands its global footprint. These partnerships can provide students and teachers with access to global research, mentorship programs, and community-based initiatives. Through these alliances, schools can participate in joint projects, receive guidance from global education experts, and gain insights into best practices from diverse educational systems. To operationalize this vision, schools must integrate global education objectives into their strategic planning and curriculum frameworks. This includes designing learning experiences that connect local issues with global contexts, encouraging students to explore how their actions impact the world, and promoting language learning, cross-cultural exchanges, and global citizenship education. Empowering Educators as Global Facilitators Engagement with the broader international community also positions schools as contributors to global discourse on education. Leaders should seek opportunities to share their innovations and learn from others, fostering a reciprocal exchange of ideas and practices that benefit all involved. Teachers are at the forefront of implementing global learning in classrooms. Inspiring global leadership in schools requires empowering educators with the skills, knowledge, and resources to facilitate globally oriented learning. Professional development programs focused on global education pedagogies are essential. These programs should emphasize interdisciplinary teaching methods, culturally responsive practices, and the use of technology to connect with classrooms worldwide. Fostering Reflective and Ethical Leadership At the heart of global education leadership is the cultivation of leaders who are reflective, ethical, and committed to the common good. School leaders must model these qualities by demonstrating cultural humility, advocating for social justice, and making decisions that prioritize the well-being of all students. Leadership development programs within schools should include components that focus on global ethics, intercultural communication, and leadership in diverse contexts. Moreover, fostering a culture of continuous learning and collaboration among educators is key. School leaders should encourage teachers to participate in international exchange programs, global conferences, and online communities of practice. Such opportunities not only broaden teachers’ worldviews but also enable them to bring rich, authentic global experiences into their teaching. Furthermore, global leadership is not limited to administrators. It is distributed across the school community. Encouraging students to take initiative, teachers to lead innovation, and parents to participate in global learning initiatives creates a shared sense of responsibility and purpose. Building Collaborative and Inclusive School Cultures Global leadership in education thrives in environments that value diversity, inclusivity, and collaboration. Schools must actively promote a culture that respects cultural differences and celebrates multiple identities. This begins with inclusive policies and practices that ensure equity in access to learning opportunities and representation across all aspects of school life. Conclusion: Inspiring global education leadership is not confined to policy statements or isolated programs—it is a comprehensive cultural shift that transforms schools into dynamic environments of global learning and leadership. As classrooms evolve into campuses that reflect the diversity and complexity of the world, education leaders must embrace their role as visionaries and facilitators of change. Through intentional practices that promote global competence, inclusive collaboration, and ethical decision- making, schools can rise to the challenge of shaping students who are not only academically prepared but also socially conscious and globally engaged. Creating platforms for student voice and agency also supports a global mindset. Student councils, model United Nations simulations, service-learning projects, and partnerships with international schools can serve as powerful tools for nurturing leadership and global awareness. These experiences enable students to take on leadership roles, work in diverse teams, and develop empathy and critical thinking skills. 20 www.thecioleaders.com

23. Cultivating Partnerships with Global Institutions School leaders play a pivotal role in articulating and communicating this vision clearly to teachers, students, parents, and the broader community. Establishing partnerships with international organizations, universities, and NGOs enriches the school community and expands its global footprint. These partnerships can provide students and teachers with access to global research, mentorship programs, and community-based initiatives. Through these alliances, schools can participate in joint projects, receive guidance from global education experts, and gain insights into best practices from diverse educational systems. To operationalize this vision, schools must integrate global education objectives into their strategic planning and curriculum frameworks. This includes designing learning experiences that connect local issues with global contexts, encouraging students to explore how their actions impact the world, and promoting language learning, cross-cultural exchanges, and global citizenship education. Empowering Educators as Global Facilitators Engagement with the broader international community also positions schools as contributors to global discourse on education. Leaders should seek opportunities to share their innovations and learn from others, fostering a reciprocal exchange of ideas and practices that benefit all involved. Teachers are at the forefront of implementing global learning in classrooms. Inspiring global leadership in schools requires empowering educators with the skills, knowledge, and resources to facilitate globally oriented learning. Professional development programs focused on global education pedagogies are essential. These programs should emphasize interdisciplinary teaching methods, culturally responsive practices, and the use of technology to connect with classrooms worldwide. Fostering Reflective and Ethical Leadership At the heart of global education leadership is the cultivation of leaders who are reflective, ethical, and committed to the common good. School leaders must model these qualities by demonstrating cultural humility, advocating for social justice, and making decisions that prioritize the well-being of all students. Leadership development programs within schools should include components that focus on global ethics, intercultural communication, and leadership in diverse contexts. Moreover, fostering a culture of continuous learning and collaboration among educators is key. School leaders should encourage teachers to participate in international exchange programs, global conferences, and online communities of practice. Such opportunities not only broaden teachers’ worldviews but also enable them to bring rich, authentic global experiences into their teaching. Furthermore, global leadership is not limited to administrators. It is distributed across the school community. Encouraging students to take initiative, teachers to lead innovation, and parents to participate in global learning initiatives creates a shared sense of responsibility and purpose. Building Collaborative and Inclusive School Cultures Global leadership in education thrives in environments that value diversity, inclusivity, and collaboration. Schools must actively promote a culture that respects cultural differences and celebrates multiple identities. This begins with inclusive policies and practices that ensure equity in access to learning opportunities and representation across all aspects of school life. Conclusion: Inspiring global education leadership is not confined to policy statements or isolated programs—it is a comprehensive cultural shift that transforms schools into dynamic environments of global learning and leadership. As classrooms evolve into campuses that reflect the diversity and complexity of the world, education leaders must embrace their role as visionaries and facilitators of change. Through intentional practices that promote global competence, inclusive collaboration, and ethical decision- making, schools can rise to the challenge of shaping students who are not only academically prepared but also socially conscious and globally engaged. Creating platforms for student voice and agency also supports a global mindset. Student councils, model United Nations simulations, service-learning projects, and partnerships with international schools can serve as powerful tools for nurturing leadership and global awareness. These experiences enable students to take on leadership roles, work in diverse teams, and develop empathy and critical thinking skills. 20 www.thecioleaders.com

24. Turning Vision into Reality How to Build a Digital Learning Ecosystem? I n today’s connected world, Digital Learning has transformed from a supplementary option into a central pillar of modern education and workforce development. No longer bound by physical classrooms or rigid schedules, learners now engage with content, peers, and instructors through a wide array of digital platforms. But while the possibilities are endless, achieving a truly effective Digital Learning environment requires more than just technology, it demands a well-thought-out ecosystem. This article explores how to build a robust digital learning ecosystem that not only delivers content but also creates a meaningful and engaging experience for all stakeholders involved. Start with a Clear Vision Before diving into tools or content, it’s essential to clarify the goals behind your digital learning efforts. Are you aiming to improve access to education in remote areas, enhance employee skills, or offer flexible learning pathways to busy professionals? Identifying your audience and the outcomes you want to achieve will help shape every decision—from the platforms you choose to the kind of content you create. For instance, a corporate learning platform might prioritize skill-based modules and certifications, while a school system might focus on curriculum alignment and student engagement. Whatever the case, the vision must be learner-centered, flexible, and scalable. Building the Right Technological Foundation Technology forms the backbone of any Digital Learning ecosystem. At its core is the Learning Management System (LMS) a digital hub where learners access materials, complete assignments, and receive feedback. Choosing the right LMS depends on your specific needs, budget, and technical infrastructure. Beyond the LMS, consider the supporting technologies that make learning more interactive and efficient, such as video conferencing tools, collaborative whiteboards, and content authoring software. 22 23 May 2025 www.thecioleaders.com

25. Turning Vision into Reality How to Build a Digital Learning Ecosystem? I n today’s connected world, Digital Learning has transformed from a supplementary option into a central pillar of modern education and workforce development. No longer bound by physical classrooms or rigid schedules, learners now engage with content, peers, and instructors through a wide array of digital platforms. But while the possibilities are endless, achieving a truly effective Digital Learning environment requires more than just technology, it demands a well-thought-out ecosystem. This article explores how to build a robust digital learning ecosystem that not only delivers content but also creates a meaningful and engaging experience for all stakeholders involved. Start with a Clear Vision Before diving into tools or content, it’s essential to clarify the goals behind your digital learning efforts. Are you aiming to improve access to education in remote areas, enhance employee skills, or offer flexible learning pathways to busy professionals? Identifying your audience and the outcomes you want to achieve will help shape every decision—from the platforms you choose to the kind of content you create. For instance, a corporate learning platform might prioritize skill-based modules and certifications, while a school system might focus on curriculum alignment and student engagement. Whatever the case, the vision must be learner-centered, flexible, and scalable. Building the Right Technological Foundation Technology forms the backbone of any Digital Learning ecosystem. At its core is the Learning Management System (LMS) a digital hub where learners access materials, complete assignments, and receive feedback. Choosing the right LMS depends on your specific needs, budget, and technical infrastructure. Beyond the LMS, consider the supporting technologies that make learning more interactive and efficient, such as video conferencing tools, collaborative whiteboards, and content authoring software. 22 23 May 2025 www.thecioleaders.com

26. However, adopting technology is not about collecting the latest tools; it’s about creating a seamless and intuitive user experience. All systems should integrate smoothly and be easy to use for both learners and instructors. to engage with each other. This could be through virtual study groups, discussion forums, group projects, or live Q&A sessions. The more learners feel part of a connected environment, the more likely they are to stay engaged and succeed. Crafting Engaging and Relevant Content Instructors should also be visible and approachable in the digital space. Prompt responses, personalized messages, and live interactions go a long way in building trust and motivation. At the heart of every successful Digital Learning ecosystem lies high-quality content. Technology may be the medium, but content is the message. Learners today expect more than static PDFs or passive video lectures they want interactivity, relevance, and personalization. “Good leaders nurture leadership in others and unleash performance at increasingly higher levels by identifying and focusing on a carefully chosen set of core values.” Leveraging Data for Continuous Improvement To meet these expectations, content should be designed for digital consumption. This means using visuals, microlearning segments, real-world examples, and adaptive learning paths that respond to a learner’s progress. Gamification elements like quizzes and challenges can enhance engagement, while real-time feedback helps learners stay motivated. One of the most powerful benefits of digital platforms is access to real-time data. With the right analytics, educators and administrators can understand how learners interact with content, where they struggle, and what strategies are working. This data should not be seen as a mere performance tracker but as a feedback mechanism to improve both content and delivery. By monitoring engagement patterns and outcomes, institutions can make informed decisions about curriculum updates, learning strategies, and technological investments. Equally important is making sure content is current and aligned with the learners' goals. Whether it’s for a high school curriculum or a corporate leadership course, the material should be updated regularly to reflect new knowledge and industry demands. Ensuring Equity and Accessibility Supporting Educators and Facilitators No Digital Learning ecosystem is complete without inclusivity. All learners—regardless of their physical abilities, location, internet speed, or learning style—should be able to access and benefit from the platform. Even the best tools and content won’t succeed without empowered educators. In the digital realm, instructors must evolve into facilitators who guide learning, inspire curiosity, and provide personalized feedback. This transition requires support through professional development and training in digital pedagogy. This means designing content that’s accessible to screen readers, providing subtitles or transcripts for video materials, offering low-bandwidth alternatives, and ensuring that mobile access is seamless. It also involves acknowledging diverse learning needs and providing multiple ways for learners to engage with the material. Inclusion should be a core design principle, not an afterthought. Many educators face a learning curve when adapting to Digital Learning tools. Offering them training in areas such as virtual classroom management, learner analytics, and content creation not only boosts their confidence but also enhances the learner’s experience. Remember, technology is a tool not a replacement for human connection. Final Thoughts Encouraging Community and Collaboration Digital Learning is no longer the future—it is the present. Building a successful digital learning ecosystem involves more than adopting online tools; it’s about creating a holistic, human-centered environment where technology amplifies learning rather than replaces it. One of the challenges in digital environments is combating isolation. Learning doesn’t happen in a vacuum; it’s a social activity that thrives on discussion, collaboration, and peer interaction. When designed thoughtfully, a digital ecosystem can unlock opportunities, foster engagement, and promote lifelong learning for all. To cultivate community in a Digital Learning space, it’s important to design opportunities for students or employees 24 www.thecioleaders.com

27. However, adopting technology is not about collecting the latest tools; it’s about creating a seamless and intuitive user experience. All systems should integrate smoothly and be easy to use for both learners and instructors. to engage with each other. This could be through virtual study groups, discussion forums, group projects, or live Q&A sessions. The more learners feel part of a connected environment, the more likely they are to stay engaged and succeed. Crafting Engaging and Relevant Content Instructors should also be visible and approachable in the digital space. Prompt responses, personalized messages, and live interactions go a long way in building trust and motivation. At the heart of every successful Digital Learning ecosystem lies high-quality content. Technology may be the medium, but content is the message. Learners today expect more than static PDFs or passive video lectures they want interactivity, relevance, and personalization. “Good leaders nurture leadership in others and unleash performance at increasingly higher levels by identifying and focusing on a carefully chosen set of core values.” Leveraging Data for Continuous Improvement To meet these expectations, content should be designed for digital consumption. This means using visuals, microlearning segments, real-world examples, and adaptive learning paths that respond to a learner’s progress. Gamification elements like quizzes and challenges can enhance engagement, while real-time feedback helps learners stay motivated. One of the most powerful benefits of digital platforms is access to real-time data. With the right analytics, educators and administrators can understand how learners interact with content, where they struggle, and what strategies are working. This data should not be seen as a mere performance tracker but as a feedback mechanism to improve both content and delivery. By monitoring engagement patterns and outcomes, institutions can make informed decisions about curriculum updates, learning strategies, and technological investments. Equally important is making sure content is current and aligned with the learners' goals. Whether it’s for a high school curriculum or a corporate leadership course, the material should be updated regularly to reflect new knowledge and industry demands. Ensuring Equity and Accessibility Supporting Educators and Facilitators No Digital Learning ecosystem is complete without inclusivity. All learners—regardless of their physical abilities, location, internet speed, or learning style—should be able to access and benefit from the platform. Even the best tools and content won’t succeed without empowered educators. In the digital realm, instructors must evolve into facilitators who guide learning, inspire curiosity, and provide personalized feedback. This transition requires support through professional development and training in digital pedagogy. This means designing content that’s accessible to screen readers, providing subtitles or transcripts for video materials, offering low-bandwidth alternatives, and ensuring that mobile access is seamless. It also involves acknowledging diverse learning needs and providing multiple ways for learners to engage with the material. Inclusion should be a core design principle, not an afterthought. Many educators face a learning curve when adapting to Digital Learning tools. Offering them training in areas such as virtual classroom management, learner analytics, and content creation not only boosts their confidence but also enhances the learner’s experience. Remember, technology is a tool not a replacement for human connection. Final Thoughts Encouraging Community and Collaboration Digital Learning is no longer the future—it is the present. Building a successful digital learning ecosystem involves more than adopting online tools; it’s about creating a holistic, human-centered environment where technology amplifies learning rather than replaces it. One of the challenges in digital environments is combating isolation. Learning doesn’t happen in a vacuum; it’s a social activity that thrives on discussion, collaboration, and peer interaction. When designed thoughtfully, a digital ecosystem can unlock opportunities, foster engagement, and promote lifelong learning for all. To cultivate community in a Digital Learning space, it’s important to design opportunities for students or employees 24 www.thecioleaders.com

28. C L E A D E R S