DEVELOPING DIGITAL LEADERSHIP IN EDUCATION: EVIDENCE FROM THE IDEAL FUTURE PROJECT

Abstract

Digital transformation has become a strategic priority for educa-tional institutions, creating new expectations and responsibilities for educational leaders. While considerable attention has been devoted to the development of teachers’ digital competence, less research has examined the challenges that educational leaders face when leading digital transformation, and the forms of professional learning that best support their development. This paper presents findings from the Erasmus+ Integrated Digital Educational Leadership for the Future (IDEAL Future) project, which seeks to support current and future educational leaders in navigating digitally transforming educational environments.             Drawing on a mixed-methods research design, the study combines qualitative and quantitative data collected across four European countries: France, Ireland, Latvia, and Spain. Data were gathered through 164 semi-structured interviews, as well as surveys completed by more than 500 participants, including educational leaders, teacher educators, in-service teachers, and pre-service teachers. The analysis explored participants’ perceptions of digital leadership challenges and their preferences regarding professional learning and leadership development.             The findings indicate that educational leaders face complex challenges related to digital competence, inclusion, digital wellbeing, organisational culture, strategic planning, and the ethical use of emerging technologies. Participants also emphasised the importance of collaborative, practice-based, personalised, and sustained professional learning approaches, highlighting the value of mentoring, communities of practice, peer learning, and reflective inquiry. The synthesis of these findings led to the identification of five design principles that informed the development of the IDEAL Future Digital Hub and the project’s emerging digital leadership framework.               The study contributes to current discussions on digital leader-ship by providing empirical evidence regarding the competencies and professional learning conditions required to support educational leaders in leading meaningful and sustainable digital transformation.