Neuroleadership and sustainable development in post-pandemic educational policies in the university context

Abstract

This essay is born from the analysis of neuroleadership and sustainable development in the context of educational policies in post-pandemic times. It should be noted that as the practice of virtual education increased during the pandemic, this implied the exercise of neuroleadership by the teacher, complemented with the fundamental aspects of sustainable development in relation to the formation of the human being, aspects that must be immersed in the post-pandemic educational policies that are currently being implemented worldwide; especially at the Venezuelan university level, which translates into the search for normality in the country's educational process. There is no doubt that the emergence of the pandemic decreed by the appearance of COVID-19 in 2020, altered educational activities at the university level, where the way of carrying out academic activities had to be changed, which went from face-to-face to reorienting them. towards the development of virtual activities in its entirety, and that despite the difficulties and contingencies, the university institutions managed to develop the training of the human being taking into account the virtual means that were within their reach and with which they counted; because, despite the fact that work was already being done in some academic areas through these technological means, but not with the intensity and regularity that was assumed during the pandemic, leading teachers, who did not handle these resources with due propriety, to exercise a training with significant weaknesses, generating a series of problems that affected the academic performance, not only of the students, but also of the teacher. For this reason, there is a need to know about neuroleadership anchored in sustainable development for the development of post-pandemic educational policies in the university context.