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Reframing school leadership for the digital age
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DOI：10.1016/j.caeo.2026.100404.png)
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Abstract
En 中文
The role of school leadership in digital transformation is increasingly recognised as central to creating inclusive, adaptive, and future-proof schools and education systems. However, the complexity of this task is often underestimated in policy, research, practice, and professional development. This article explores school leaders’ roles as key agents in co-designing inclusive and adaptive digital learning cultures within diverse sociocultural, technological, and educational contexts. Building on contributions from Thematic Working Group 2 (TWG2) at EDUsummIT 2025, this paper introduces a leadership framework comprising six inter-related parts: transformative and strategic leadership; capacity building; equity and inclusivity; policy and governance; leading change; and future-proofing. This framework reflects the evolving demands placed on leaders in digitally enhanced, constantly changing educational environments. Contributions include reflections on theoretical approaches, empirical studies, conceptual analyses, policy-focused pieces, and international cases. Together, they provide a synthesis of current challenges and innovative responses to leadership in the digital age, with a focus on practical tools, inclusive and adaptive strategies, and contextual variations in reframing schooling for the digital age.
Keywords:
Technology integration
Transformative leadership
Digital leadership
Inclusive
Cultural transformation
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