The Digital Leadership Model of School Principals in Enhancing a Culture of Learning Innovation in the Era of Disruption

Abstract

This study examines the critical role of principals’ digital leadership in fostering a culture of learning innovation in the era of technological disruption through a Systematic Literature Review (SLR) based on PRISMA 2020. A total of 28 selected sources were analyzed from an initial pool of 120 publications indexed in Google Scholar, Scopus, DOAJ, and SINTA levels 2–6, published between 2015 and 2025. The main findings identify four core pillars of digital leadership: Digital Competency Leadership (LMS mastery and data-driven decision-making), Innovation Leadership (vision for PjBL and STEAM), Collaborative Networking Leadership (Professional Learning Communities supported by Google Workspace), and Ethical and Inclusive Digital Culture (data privacy and accessibility). These pillars show a strong positive correlation (r = 0.72) with indicators of learning innovation culture, including blended learning implementation, teacher collaboration, student-centered environments, data-based evaluation, and creative learning models, resulting in improvements in student learning outcomes of up to 40–50%. Key challenges include low digital literacy (only 35% of teachers are digitally proficient), limited network infrastructure, administrative workload reaching 60%, and resistance to change (45%). These challenges can be mitigated through targeted training, Kotter’s change management framework, and the integration of AI and VR platforms. The resulting conceptual model offers practical recommendations, including strengthening measurable digital vision, collaborative PLCs, digital pedagogy training, and industry partnerships to build an innovative educational ecosystem aligned with the Merdeka Curriculum and Society 5.0, supporting Indonesia’s Golden Generation 2045.