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Abstract
The 21st century school leaders are marked by the pervasive influence of the Fourth Industrial Revolution, where technological advancements are integral to their roles in managing school. This systematic review explores the role of digital leadership for effective school management, addressing fundamental questions about its definition, the characteristics of a digital leader, and its practical application in education. Using the Rayyan web-based systematic review tool and PRISMA, the literature search yielded 138 studies, with 75 included after meticulous screening. Findings revealed that the absence of a universally agreed-upon definition of digital leadership means that it is evolving and debatable, supported by distinct models and components. Digital leaders exhibit characteristics spanning from roles, attitudes, knowledge, and skills for effective school management. The review emphasizes diverse applications in school management, covering innovation, professional development, technology integration, communication, community engagement, and ensuring accessibility. In conclusion, there is no universally accepted definition of digital leadership in education, and different perspectives exist due to diverse experiences and contexts. Digital leaders should possess the right attitude, knowledge, and skills to manage the school system using technology as a tool, and as technology evolves, the application of digital leadership will likely expand to address emerging needs. The dynamic nature of technology requires continuous studies to optimize strategies and align with the evolving educational landscape.
