Abstract:

In response to the increasing significance of digital education, numerous countries have introduced reforms and action plans. This study, conducted in the Swiss region of Vaud, explores the intersection of digital capacity, leadership, and strategy in educational institutions, focusing on the challenges faced by educational leaders in implementing digital education reforms.

Our conceptual framework is grounded in the concepts of digital capacity, leadership, and strategy. Digital capacity encompasses the cultural, policy, and competency aspects supporting effective technology integration and digital education. Leadership, a key factor in digital education success, involves inspiring change, managing ethical considerations, and acting as a digital change agent. Strategy is imperative for effective policy development, resource allocation, and fostering a collaborative culture. We consider these three concepts as essential to implement digital education reforms.

Educational leaders, often working in isolation and with inadequate support, struggle to manage digital education reforms effectively. Consequently, they delegate digital education initiatives to instructional coaches, who, despite being well-versed in teaching digital education, lack training in project management and strategy implementation.

This study seeks to answer two main research questions: What aspects of educational institutions do leaders associate with digital capacity? What actions do leaders believe are necessary to develop educational institutions' digital capacity, and what obstacles do they face?

A mixed-method approach, employing both qualitative and quantitative methods, was adopted. Data was collected from 29 educational institutions in Switzerland through questionnaires and focus group discussions involving principals engaged in a digital education reform project.

The study's findings underscore the importance of leadership and a clear strategy in improving digital efficacy in schools.

The quantitative data align with existing literature, emphasizing the indispensable role of leadership in fostering a culture of innovation and change. Educational leaders acknowledged the significant association between their leadership role and improved digital efficacy within schools. However, a noteworthy disjunction emerged between this acknowledgment and the qualitative findings, revealing a lack of well-defined digital strategies among many principals. While leadership is recognized as pivotal, the absence of a coherent strategy among principals raises concerns. The lack of a clear strategy may lead to confusion and inconsistency among teachers, hindering the successful implementation of the digital education project.

In conclusion, the study not only highlights the crucial role of leadership and strategy in the digital education landscape but also unveils the challenges and discrepancies in their implementation. The implications extend to policymakers, training institutions, and educational leaders. Policymakers should consider providing clearer guidelines and sustained support for educational leaders. Training institutions must reevaluate leadership programs to encompass digital education competencies. Educational leaders should actively engage in continuous learning, foster collaboration, and advocate for the necessary resources to propel meaningful digital education reforms.

Keywords:

Digital capacity, leadership, strategy, digital education, digital reform.