DIGITAL COMPETENCES OF SCHOOL LEADER: A SYSTEMATIC REVIEW
DOI:
https://doi.org/10.18173/2354-1075.2025-0129Keywords:
digital competence, school leader, systematic review, educational innovation, scopus databaseAbstract
In recent years, Information and Communication Technologies (ICT) have played a significant role in enhancing the quality of life. However, their integration and potential in the field of education remain in a developmental phase. In this context, the present study conducts a systematic review of the literature on the digital competence of school leaders from 2015 to 2024. The primary objective is to identify prevailing research trends and suggest potential directions for future inquiry. The review methodology follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. After applying inclusion, exclusion, and thematic relevance criteria to studies indexed in the Scopus database, a total of 24 publications were selected for analysis. The findings reveal that digital competence is a multidimensional construct encompassing strategic, pedagogical, technical, and ethical components. Competent digital leaders play a vital role in fostering teacher development, managing innovation, and aligning technology use with institutional goals. However, disparities in context, limited empirical studies from under-resourced regions, and fragmented frameworks remain persistent challenges. The review concludes by recommending future research to develop adaptable competence models, investigate emerging technologies such as AI in leadership, and evaluate the long-term effects of digital leadership practices.
Downloads
References
[1] Bastos G & Oliveira I, (2015). Digital Literacy of School Leaders: what impacts in schools? Results of two studies from Portugal. In Information literacy: Moving toward sustainability: Third European Conference, ECIL 2015, Tallinn, Estonia, October 19-22, 2015, Revised Selected Papers 3 (pp. 132-142). Springer International Publishing. https://doi.org/10.1007/978-3-319-28197-1_14
[2] Abdullah NS & Kadir SA, (2023). Relationship Between Principals’ Digital Leadership and Teachers’ Digital Competency in Klang District Secondary Schools. Asian Journal of Vocational Education And Humanities, 4(2), 1-14. https://doi.org/10.53797/ajvah.v4i2.1.2023.
[3] Tanghal AB & Tanghal JS, (2022). School Heads Digital Competency amidst COVID-19 Crisis. IJIRMPS, 10(2). ISSN: 2349-7300. DOI: 10.37082/IJIRMPS.2021.v09i03.029.
[4] Gerona RG, (2022). ICT Skills, E-Supervision Scheme of School Heads, And Teacher Development in Distance Learning Among Selected Private Schools in Cainta. International Journal of Multidisciplinary Research and Analysis, 5(5), 983-993. ISSN(print): 2643-9840, ISSN(online): 2643-9875. DOI: 10.47191/ijmra/v5-i5-15.
[5] Tømte CE, (2024). Conceptualisation of professional digital competence for school leaders in schools with 1:1 coverage of digital devices. Computers & Education, 222, 105151. https://doi: 10.1016/j.compedu.2024.105151.
[6] Mišianiková A, Hubeňáková V, Kireš M, Babinčáková M, Šveda D & Šafárik PJ, (2021, November). Assessment of digitalization in primary and secondary schools by SELFIE Survey as a part of school leaders training. In 2021 19th International Conference on Emerging eLearning Technologies and Applications (ICETA) (pp. 252-258). IEEE. https://doi: 10.1109/ICETA54173.2021.9726580.
[7] Kin TM & Kareem OA, (2019). School leaders’ competencies that make a difference in the era of Education 4.0: A conceptual framewor. International Journal of Academic Research Business and Social Sciences, 9(5), 214–225. https://doi: 10.6007/IJARBSS/v9-i4/5836.
[8] Kin TM, Omar AK, Musa K & Ghouri AM, (2022). Leading teaching and learning in the era of education 4.0: the relationship between perceived teacher competencies and teacher attitudes toward change. Asian Journal of University Education, 18(1), 65-80. https://doi.org/10.24191/ajue.v18i1.17171
[9] Nailufar R, Imaddudin S & Muttaqin RZ, (2023, May). The Principal’s Role In Implementing Digital Literacy In School. In Proceeding of International Conference on Education, Society and Humanity, 1(1), 524-532.
[10] Samosa RESTY, Blanquisco MJP & De Leon S, (2023). Towards A Digital School Leadership Framework For Schoolhead And The Teacher Digital Competence: Input For School Leader Digital Learning Guide. American Journal of Science on Integration and Human Development, 1(5), 102-154. http://dx.doi.org/10.2139/ssrn.5119862.
[11] Wijayati PH, Imron A, Hadi S, Nisa K & Lestari AD, (2023, December). Transformational-Digital Leadership of School Principals for Service Acceleration and Digital Literacy: Empirique Study Literature Review. In 2nd International Conference on Educational Management and Technology (ICEMT 2023) (pp. 146-156). Atlantis Press. DOI: 10.2991/978-2-38476-156-2_15.
[12] Zhu R, Alias BS, Hamzah MIM & Wahab JA, (2025). Digital leadership in education: a systematic review. Journal of Education and Learning (EduLearn), 19(3), 1474-1483. DOI: https://doi.org/10.11591/edulearn.v19i3.22187
[13] Håkansson Lindqvist M & Pettersson F, (2019). Digitalization and school leadership: on the complexity of leading for digitalization in school. The International Journal of Information and Learning Technology, 36(3), 218-230. https://doi: 10.1108/IJILT-11-2018-0126.
[14] Abdul Razzak N, (2015). Challenges facing school leadership in promoting ICT integration in instruction in the public schools of Bahrain. Education and Information Technologies, 20, 303-318. https://doi: 10.1007/s10639-013-9283-7.
[15] Sary FP, Dudija N & Moslem M, (2023). Do Digital Competency and Self-Leadership Influence Teachers' Innovative Work Behavior?. European Journal of Educational Research, 12(3). https://doi.org/10.12973/eu-jer.12.3.1449.
[16] Kilcoyne A, (2024). Navigating Through Disruption: How are School Principals Leading Digital Learning in Secondary Schools in Ireland. Computers in the Schools, 1-19. https://doi.org/10.1080/07380569.2024.2374262.
[17] Tømte CE & Smedsrud JH, (2023, October). Governance and digital transformation in schools with 1:1 tablet coverage. In Frontiers in Education (Vol. 8, p. 1164856). Frontiers Media SA. doi: 10.3389/feduc.2023.1164856.
[18] Ruloff M & Petko D, (2025). School principals’ educational goals and leadership styles for digital transformation: results from case studies in upper secondary schools. International Journal of Leadership in Education, 28(2), 422-440. https://doi.org/10.1080/13603124.2021.2014979.
[19] Cheng ECK & Wang T, (2023). Leading digital transformation and eliminating barriers for teachers to incorporate artificial intelligence in basic education in Hong Kong. Computers and Education: Artificial Intelligence, 5, 100171. https://doi.org/10.1016/j.caeai.2023.100171.
[20] Carpenter JP, Rosenberg JM, Kessler A, Romero-Hall E & Fischer C, (2024). The importance of context in teacher educators’ professional digital competence. Teachers and Teaching, 30(4), 400-416. DOI: 10.1080/13540602.2024.2320155.
[21] Lorenz B, Kikkas K & Laanpere M, (2016). Digital Turn in the schools of Estonia: Obstacles and Solutions. In Learning and Collaboration Technologies: Third International Conference, LCT 2016 (pp. 722-731). Springer International Publishing. https://doi: 10.1007/978-3-319-39483-1_65
[22] Pettersson F, (2018). On the issues of digital competence in educational contexts–a review of literature. Education and Information Technologies, 23(3), 1005-1021. https://doi.org/10.1007/s10639-017-9649-3
