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The education system has been radically transformed by technological impetuses owed to the Fourth Industrial Revolution (4.0). Most recently, developing nations expedited smart education implementation to combat the negative effects COVID-19 has on education; thus, presenting managerial issues. A review of the literature on smart education shows that past studies focused primarily on the smart learning environment, substantially ignoring the importance of leadership and human resources capacity in the management of smart education. This study addresses the deficiency observed in the literature as it relates to the key factors that enable success in the management of smart education. The study applied a quantitative approach that derived data from a structured survey of probability simple random sampled Grenadian employees belonging to tertiary education. The Hayes multiple moderated mediation, Model 23, supported by SPSS-PROCESS Macro software was used to examine the study's model. Results showed that human resources capacity has a conditional indirect effect on smart education through the mediating variable of leadership capacity. Additionally, the moderating variables of additional investment in the 'ɑ' path and student demographics in the 'ɓ' path both displayed significant moderating effects. The findings of the study have provided several valuable insights into the theoretical and practical implications of the influence of leadership and human resources capacity in the implementation of smart education. Therefore, it is recommended, that the soft variables assessed in this paper need to be harnessed accordingly to achieve smart education.

Unpacking smart education’s soft smartness variables: Leadership and human resources capacities as key participatory actors