Category: Fashion

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In a world that often equates success with individual achievements and career milestones, I’ve found myself rethinking what truly matters. At one point, I thought success was about climbing ladders and hitting targets. But over time, through both highs and lows, I’ve realized that real growth happens when we step outside of ourselves—when we give back. Giving back, for me, has become less about duty and more about connection and purpose. It’s not always easy to carve out time for it, but it’s become essential to my own growth as a leader and a person.

I think what shifted my perspective the most was understanding how reciprocal generosity can be. I didn’t expect that when I offered my time and experience to others, I would receive just as much—sometimes more—in return. I’ve experienced moments where a simple mentoring conversation gave me clarity on my own challenges. The beauty of giving is that it creates an exchange, a shared experience that builds trust, respect, and a community that supports one another.

There’s something deeply humbling about this. For me, giving back became a way to check in with myself, to remind myself that leadership isn’t about knowing it all—it’s about growing alongside others. It’s helped me refine my own leadership skills in ways I hadn’t anticipated. Whether it’s through mentoring a colleague, volunteering, or simply offering a listening ear, these small acts have expanded my perspective. They’ve allowed me to develop empathy in ways that no professional title ever could.

And I won’t lie—there have been moments where giving felt exhausting, where I questioned whether I had anything left to offer. But those were also the moments when I realized that being vulnerable, admitting when I didn’t have all the answers, was actually the best gift I could offer. It’s in those moments of uncertainty that real growth happens—for me and the people I’m trying to help.

As the world shifts, empathy and connection aren’t just ‘nice-to-haves.’ They’re critical. People are drawn to authenticity, to those who aren’t afraid to admit they’re still learning. Giving back has taught me to lead with compassion, to be open to the struggles and triumphs of others, and to build relationships that aren’t just transactional but deeply human. It also keeps me grounded in the present. The act of contributing to something larger than myself has been a powerful reminder that leadership isn’t about staying ahead of the game—it’s about staying connected to the people around me. When I engage in acts of service, I feel a renewed sense of purpose, a reminder that relevance in this world isn’t measured by titles, but by the positive impact we leave behind.

So, when I say “Give back to grow forward,” it’s not just a catchy phrase. It’s an invitation to be vulnerable, to show up for others even when it’s uncomfortable, and to trust that the effort will pay off in ways we can’t predict. Giving back has been my way of moving forward—and I hope it can be yours, too.

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James Hutson, Lindenwood University, USA

As the world transitions from the Fourth Industrial Revolution (Industry 4.0) into the Fifth Industrial Revolution (Industry 5.0), the landscape of skills and employment is evolving rapidly (Schwab, 2017). While Industry 4.0 saw the rise of automation, artificial intelligence (AI), and the Internet of Things (IoT) in enhancing production and knowledge work, Industry 5.0 shifts the focus to human-centric values (Martini, Bellisario, & Coletti, 2024). The automation of tasks previously thought exclusive to human workers—such as decision-making, data analysis, and creative production—has led to a profound reevaluation of valuable skill sets in the modern workforce (Chuang, 2024). In particular, technical competencies traditionally associated with Industry 4.0 are being surpassed by what are now termed “power skills.” These power skills—encompassing creativity, emotional intelligence, critical thinking, and leadership—are becoming indispensable as automation takes over routine tasks and complex problem-solving (Olaniyi et al., 2024).

The rise of generative AI (GAI) has altered the balance of the skill set required for the future of work. GAI tools like GPT models, image generators, and automated software are performing functions that once required substantial technical expertise, including the ability to code, analyze large datasets, and design complex systems (Yenduri et al., 2024). This shift underscores the pressing need for higher education institutions to adapt their curricula to cultivate power skills that machines cannot replicate. These so-called “soft skills” are now emerging as core competencies of the future, defining what remains uniquely human: empathy, adaptability, ethical reasoning, and interpersonal communication (García-Chitiva & Correa, 2024).

Higher education must be re-envisioned to focus on human-centric abilities while integrating advanced technologies into curricula. The human element in decision-making, creativity, and problem-solving is irreplaceable, even in a world where AI handles the bulk of knowledge work. Thus, power skills are not merely supplementary to technical knowledge—they are essential for navigating the complexities of a rapidly evolving technological landscape. Educational institutions, including the College of Arts and Humanities (CAH) at Lindenwood University, are at the forefront of this transformation. The unique positioning of AI programming in the college has allowed for unprecedented interdepartmental and interinstitutional research and pedagogical collaborations, embedding AI into traditionally humanistic disciplines. These initiatives equip students to engage with AI technologies while excelling in uniquely human capacities (Freij, 2024).

This reconfiguration calls for a holistic rethink of education’s mission. The emerging revolution demands that universities shift focus from technical skill acquisition to cultivating creativity, collaboration, and ethical intelligence (Pinarbasi et al., 2024). Students, faculty, and administrators alike must recognize that while GAI can replicate technical tasks, humanic skills—critical decision-making, emotional intelligence, and ethical judgment—remain irreplaceable. These capabilities define the “power skills” of tomorrow’s leaders and thinkers, making them central to the future of higher education and professional development.

Adapting to a Changing Landscape

The COVID-19 pandemic had a profound and enduring impact on higher education. Small, private, non-profit institutions, particularly those lacking robust financial support, faced closures during 2020-2022, with arts and humanities departments among the hardest hit (Cameron, Fogarty-Perry, & Piercy, 2022). These financial and institutional shifts intensified an existing trend: the prioritization of vocationally-oriented majors at the expense of liberal arts programs (Magness & Mitchell, 2022). However, this neglect risks leaving institutions ill-equipped to provide students with the well-rounded intellectual diversity and critical thinking skills essential for navigating a rapidly changing world (Massey, 2020).

Despite these challenges, the pandemic also sparked an era of unprecedented technological advancement. As Brem, Viardot, and Nylund (2021) argue, industries were compelled to innovate rapidly, adopting technologies that propelled society forward more quickly than anticipated. The widespread adoption of AI, extended reality (XR), and IoT reshaped remote education, work, and healthcare (He, Zhang, & Li, 2021). Advances such as the Oculus Quest 2 marked a critical turning point, making virtual reality (VR) technologies more accessible for immersive learning experiences despite physical limitations. These innovations illustrate how crises can drive technological adoption, setting the stage for long-term changes in higher education.

Educational institutions began exploring the potential of AI and machine learning (ML) to personalize learning. Warrier, John, and Warrier (2021) emphasize that these technologies offer tailored learning experiences, enabling students to receive individualized feedback and progress at their own pace. Personalized learning supports student success while enhancing engagement, particularly in remote learning contexts. The pandemic accelerated AI integration, fostering an openness to innovation that continues to shape the sector (Ciolacu et al., 2023).

Preparing for the rise of generative AI presents both challenges and opportunities for higher education. Pavlik (2023) notes that post-pandemic digital transformation intensified the need to retool and reskill faculty and staff to incorporate AI effectively into teaching and assessment. Universities now integrate courses in AI ethics, programming, and applications, aligning curricula with skills needed to navigate a world increasingly influenced by AI (Broo, Kaynak, & Sait, 2022). Equally important is fostering power skills like critical thinking and creativity, ensuring students remain competitive in a rapidly automating world (Bühler, Jelinek, & Nübel, 2022).

Over the past two years, institutions such as Lindenwood University have experienced renewed growth in arts and humanities disciplines. This resurgence reflects a growing recognition of human-centered skills—creativity, ethical reasoning, and critical thinking—fostered by the arts and humanities. These skills counterbalance the technical proficiencies that dominated Industry 4.0, gaining prominence as automation assumes routine and complex tasks.

Case Studies

Art and Design

The integration of AI into art and design at Lindenwood University has transformed creative processes and educational practices. Hutson and Cotroneo (2023) demonstrated how generative AI tools like Craiyon inspire students in digital art classes. These tools allow students to generate visual concepts, refine them using traditional software, and explore new creative boundaries. Similarly, Hutson and Robertson (2023) detailed how generative AI supports 3D design courses, enabling students to merge AI-generated prompts with traditional modeling techniques. This hybrid approach broadens students’ understanding of design, equipping them with technical and conceptual tools to navigate an evolving art world.

Art History

AI has revolutionized the teaching of art history by enabling students to engage with visual culture in innovative ways. Hutson (2024) explored how AI tools like Craiyon support student comprehension of ancient art, fostering critical thinking and creative interpretation. Carpino and Hutson (2024) emphasized the use of AI-generated imagery to enhance formal analysis skills in Islamic art, enabling students to articulate observations and refine analytical abilities. Additionally, Olsen, Hutson, O’Brien, and Ratican (2024) showcased how AI reconstructs lost artworks, enriching historical interpretations and fostering a deeper appreciation of cultural heritage.

Game Design

AI has reshaped the game design pipeline, from concept art to 3D modeling. Begemann and Hutson (2024) documented the use of generative AI tools to streamline game asset creation, identifying challenges such as optimizing AI-generated models for real-time rendering. Hutson and Fulcher (2023) highlighted the educational potential of AI-driven design in creating games like The Museum of the Lost, which explores cultural heritage ethics through immersive experiences. These studies underscore AI’s role in enhancing both the creative and educational dimensions of game design.

English and Creative Writing

In English and creative writing programs, AI tools have redefined instructional practices. Hutson and Plate (2023) observed that students using GPT-3 tools engaged more deeply with argument development and structural refinement, shifting focus from grammatical corrections to substantive revisions. Hutson and Schnellmann (2023) explored AI’s role in poetry creation, revealing its limitations in replicating emotional resonance but highlighting its capacity to inspire creativity. These studies demonstrate AI’s potential to augment writing processes while preserving the uniquely human aspects of creative expression.

Looking Ahead To navigate the integration of AI into education, institutions must emphasize collaboration over replacement. AI should enhance human creativity and intellect, not replace them. Faculty training, interdisciplinary collaboration, and hybrid instructional models are essential for fostering power skills. Institutions should promote experimentation, ethical considerations, and performance-based assessments to prepare students for a future shaped by AI while preserving distinctly human elements of education. Therefore, the integration of AI across academic disciplines marks a pivotal moment for education. AI, when applied thoughtfully, serves as a catalyst for deeper engagement, creativity, and critical thinking. By fostering a symbiotic relationship between AI and human creativity, educators can prepare students for a future where technology and humanity coexist harmoniously, enriching both.

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“To Be a Leader Is Both a Privilege and A Great Responsibility”

Working in education provides leaders the opportunity to work with professionals from a variety of backgrounds, experiences, and a wide range of pedagogical ideas and approaches.

School leaders can often share successful examples, strategies and processes that have made a significant positive impact on a community of learners.  They have improved the quality of education and outcomes for many students and inspired staff to learn, grow and flourish under their inspirational leadership.  

An experienced International School Leader, Dr Paul Walton brings his views on creating vibrant communities, developing staff and building a positive school environment.  He is a strong believer in high quality professional development for all staff, fostering a culture of collaboration throughout a school and lifelong learning.

Experience

With over 20 years of experience in education both in the UK and internationally, he has been a Principal of international schools in various countries and led schools to ‘Outstanding’ inspection ratings.  He has worked in Hungary, Malaysia, the United States, Slovenia, and Bahrain enjoying a rich variety of cultural differences, experiences and adventures.

He started his career in the UK as a computer science teacher, quickly moved into leadership and led schools on Teaching and Learning, Technology for Learning and Professional Development, and becoming an International School Principal.  

As a Principal and School Inspector, he has continued to visit, support, and learn from schools around the world, developing strategies for best practices to develop the highest possible quality of education throughout many British International Schools.

Starting Points 

I believe that understanding dedicated and passionate professionals starts with building trust, being consistent, and earning respect.  If compassion and understanding are not modeled, then this will not occur in the workplace.  Showing authenticity in your everyday approach will slowly create solid building blocks of building trust and then setting high expectations will lead to improved performance in others according to the Pygmalion effect (1968).

According to Covey (2006), the first steps in creating trust are through self trust and ‘in our ability to set and achieve goals, to keep commitments, to walk our talk’.  In a nutshell, it is created by actions and ‘doing what you have promised to do’.  Fulfilling the promises over time starts to create trust in any sector and having a high standard model for all.

I would personally recommend five points to address in the initial plan to create opportunities for everyone to work together to help build a positive school environment for staff.  The points below are some that I have implemented in British International Schools.  These are:

1. Demonstrate a Growth Mindset
2. Foster a Sense of Community
3. Engage in Open Communication
4. Celebrate Successes
5. Encourage Personal Growth

Growth Mindset

When facing a new challenge we often reference ‘Mindset’.  According to Dweck (2007),‘The growth mindset creates a powerful passion for learning’.  Moving from a current to a desired state in an environment requires perseverance and resilience.  Adopting a ‘Growth Mindset’ equips all staff with the belief to improve through hard work, good strategies, and input from others.  It creates a love of learning, embracing challenges, applying effort on the path to mastery and gives staff a greater sense of free will.

We expect our students to do this each day in class and this is the same approach needed when creating a positive community.  It reinforces what we ask students to do by modeling this ourselves.

Sense of Community

A sense of belonging starts with effort first.  Planning and creating meaningful opportunities for your team members to work together needs careful consideration to think about time, environment, purpose, support, and resources.  With this careful consideration, approaching each of these with empathy helps to understand the motivations and worries of members of staff.

These could include off-site functions, a social activity, team building, designated time for a clear and specific purpose of learning or student progress, work in the local area, etc.

Once staff have met in a safe and comfortable climate then follow-up sessions and meetings should be created to further embed this practice.

Over time, this will transform into trust, dependence, and a sense of working together for a common vision.  The staff will be professional first but will have a stronger respect and sense of care for one another personally.

Communication

Anticipate each interaction as an opportunity to demonstrate clear, consistent, and concise communication skills.  Ensure that you are listening actively, and giving your colleague your full attention during the conversation.  Be mindful of your body language and your non-verbal cues such as folding arms, avoiding eye contact, or creating barriers.  Use positive language to motivate and inspire action such as ‘Thank you, Let’s try, We can, Let’s do this, etc.’.  Be open to feedback and listen to the views of others to engage and realign staff when they have questions.

Demonstrate Empathy.  ‘Empathy’ as reported by (Forbes, 2021) is the most important leadership skill according to research, it is essential for happiness and performance and tops the list for enhancing innovation and retention. 

Staff appreciate honest and open communication, avoiding verbose and obscure language helps with engagement and understanding.

Successes

(Wang et al. 2017) stated when people ‘celebrate their achievements, they are more likely to remain motivated and pursue further goals, creating a positive feedback loop of success and satisfaction’.

Celebrating the successes of teams can create further bonds, comfort in this new environment, and extra motivation.  Leaders who focus on the successes of others first again demonstrate a humble, authentic, and ‘service-minded’ approach to leadership and a passion to put others first.

Celebrating quick wins and successes have a positive impact on individuals when building a collaborative environment and also through change management processes. This then creates a sense of purpose as mentioned in the 8-Step Process for Leading Change by Kotter (2002).  The sense of purpose and urgency can be clearly communicated to all staff together and one important aspect of change management is to celebrate successes and quick wins.  Kotter mentions ‘Nothing motivates more than success’. 

Personal Growth

Enable personal growth by applying various coaching methods, support, and mentoring.  Staff should be clear on their roles and responsibilities and receive regular feedback related to their performance.  The feedback should include constructive feedback, with encouragement to seek new challenges and to improve as a lifelong learner.  A key emphasis on active listening should be employed with guiding questions, a demonstration of empathy and a focus to help.  This is a supportive process in a safe environment that can foster further continuous learning in all professionals.

Outside of the meeting, professional development can be introduced in the form of online, in-person, guest speakers, external courses, and internal development.  There are many approaches that can be used to give staff autonomy and ownership and these can be aligned with the vision and development plan of the school.  

I am very motivated to help all staff improve and would encourage all staff to work with other schools as I have seen firsthand the huge impact of TeachMeets, workshops, and hosting professional development events.  I have implemented these in all schools I have worked in including the first TeachMeets from 2015 in Malaysia.  They are inspirational and are available for all educators to work together and make a difference for all students in all schools.    

A Step towards the future

In the next 5-10 years, I believe that a greater emphasis on Emotional Intelligence, Coaching, and Leadership will be included in schools not only for staff but wider opportunities for students as these skills are becoming more desirable in the global workplace.

Final Words of Wisdom

Start with the five building blocks listed above and then add more complex and innovative strategies on top of these.

Put the needs of your team first, and be visible and at the forefront of situations when a crisis, difficult situation, or the inevitable tough days are upon you, and behind the team when the plaudits arrive.  

Always celebrate the successes of the staff team.

References

• Carol S Dweck, (2007).  Mindset: The New Psychology of Success.
• Stephen M, R, Covey (2006).  The Speed of Trust: The One Thing That Changes Everything, 
• Kotter (2002) Kotter’s 8-step change model available from: https://www.mindtools.com/a8nu5v5/kotters-8-step-change-model
• “The Pygmalion Effect: Definition & Examples” Simple Psychology, (1968): https://www.simplypsychology.org/pygmalion-effect.html 
• “Empathy is the most important leadership skill.” Forbes, (2021): https://www.forbes.com/sites/tracybrower/2021/09/19/empathy-is-the-most-important-leadership-skill-according-to-research
• Wang, W., Li, J., Sun, G. et al.  (2017). Achievement goals and life satisfaction: the mediating role of perception of successful agency and the moderating role of emotion reappraisal.

After the devastating earthquake of September 2023 in the Al Haouz region, Morocco, a plan for hope was envisioned.

The Moroccan Association for the Aid to Children in Precarious Situations (AMESIP) stepped into action and laid the foundation to create an ecological village. The vision; to provide a safe, benevolent living environment, in harmony with the urgent needs of the Amizmiz community.

Just 11 months later, on 1 August 2024, an ecological village, Douar Shems’y, opened its doors. Now it’s home to 144 orphaned children, offering them a safe haven, educational and psychosocial support, and a caring environment in which they can flourish.

This project is much more than a shelter: it embodies a holistic vision combining protection, education and sustainable development for the benefit of the most vulnerable children and families.

Why was it important for you to get involved in humanitarian work and this project in particular?

I served as a regional coordinator in ‘Latel’, a humanitarian organisation, conducting food collection and distribution campaigns, educational programs in schools, and operation of food warehouses.

After participating in a disaster relief mission following the 2003-2004 tsunami in SouthEast Asia, I was so affected by the experience that it led me to further volunteer and carry out humanitarian aid work all over the world. In partnership with Mission Enface, I built three schools in Laos serving 232 children and recently became an official partner and contributor to Save The Children, a global non-profit organisation to protect children in disaster and conflict areas.

After hearing about the devastation and loss for the children in Al Haouz region I felt compelled to support.  As a person, who’s passionate about education, I understand the importance of providing a caring, nurturing and safe environment for children where teaching and learning is at the heart.

Can you tell us about some of your other eco-friendly initiatives?

I aspire to be a positive contributor to the planet and caring for the environment is one of my core values. With the devastating bushfires in Australia to the extreme drought in Central and North Africa, I wanted to contribute by planting over 5,000 trees in Australia and Africa in cooperation with One-Tree-Planted, providing clean drinking water and sanitation solutions to remote communities through Water For People and supporting climate change research through TogetherBand.

Within the schools that I founded, I have ensured that the furniture, toys, and learning materials are eco-friendly and LEED (Leadership in Energy and Environmental Design) certified. In each school, there is an integrated eco-curriculum embedded in the daily program, exposing and involving our little learners in biodiversity, plastic pollution, wild-life preservation, and teaching the children about the importance of being positive contributors to their communities and the planet.

What is the vision for the school and the village?

The vision is to support the orphans in their reconstruction process and guide them to a bright future despite the challenges they have faced. We have a dedicated team of educators, cultural specialists and social workers who will be present to carefully ensure their development and overall development. Each child is considered a seed of hope for the future of the country, and AMESIP has made a pledge to accompany them throughout their journey.

How is the school providing a supportive and inspiring learning environment?

The school strives to inspire in every facet from individualised and adaptive learning to the actual physical learning environment. The foundation of the school is to ensure a safe and development-friendly environment for children by providing them with quality infrastructure, educational programs adapted to their level and vocational training opportunities for adolescents. The primary objective is to create a stimulating and inclusive educational environment for the children of the village, with an approach:

“Growing in well-being and dignity”

In order to achieve this goal we will focus on five main objectives:

1. Rehabilitation and Education
2. New digital technology
3. Integral Psychological Support
4. Mental Health Education
5. Community Support

How will the physical environment support the children?

The architecture is very respectful of the natural environment of the region, so that children grow in symbiosis with their land. The design of the school comprises natural, eco-friendly furniture and materials. The rooms are without strong colours or other distractions to encourage optimal and uninterrupted learning.

The children also have access to a range of high-quality sports facilities and an educational vegetable garden; where children learn to grow seasonal vegetables while following food traceability for a healthy and responsible diet.

What makes the village ‘eco-friendly’?

Douar Shems’y is a model of eco-responsibility; respecting the environment and supporting sustainability. As well as the educational vegetable garden there are already a number of systems in place at Douar Shems’y that the children will learn about and be involved in, including a water treatment system which provides clean and accessible drinking water and a photovoltaic power plant that provides renewable energy to power the village.a

Is there a way that readers could support this project further?

Yes, if anyone would like to contribute to the sustainability of this unique project to ensure that Douar Shems’y continues to grow and offer a better life to its residents, there is a national fundraising campaign ‘kiwicollecte.ma’

Also, there are social media links that will keep you up to date with the campaign and news from the village:

Website: www.amesip.org

Facebook: Official Amesip

Instagram: shemsy_amesip

LinkedIn: amesip ong