A systematic review of the potential of instructional leadership in literacy in achieving social sustainability in South African rural areas
DOI:
https://doi.org/10.38140/ijrcs-2026.vol8.2.01Keywords:
Instructional leadership, literacy, social sustainability, rural education, systematic reviewAbstract
Indications are that South African rural education experiences a literacy crisis that could jeopardise learners’ progress and the social sustainability of the rural communities. The aim of this article is therefore to establish the extent to which instructional leadership in literacy can contribute to achieving social sustainability in rural schools. We conducted a systematic literature review and, after applying specific inclusion and exclusion criteria, identified 71 articles for this review. The review answers the following questions: a) What contextual challenges and socio-economic conditions influence literacy teaching, learning, and leadership practices in rural South African schools? b) How is instructional leadership in literacy conceptualised in the literature, and how does it relate to social sustainability in rural education contexts? c) What evidence exists on the impact, barriers, and enabling conditions of instructional leadership in literacy for advancing social sustainability in rural South Africa? Our main findings suggest that literacy is more than just a skill. Rather, it is a transformative tool that can change rural communities and, as such, serve as a source of social sustainability. Instructional leadership in literacy occurs amid myriad socio-economic challenges that require specific skills from school principals. To be effective, instructional leaders should therefore understand the rural context, adopt alternative leadership styles, and be flexible in their approach. The value of the article lies in its topicality and its contribution to educational leadership, rural education, and sustainability studies.
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