DIGITAL LEADERSHIP, CONTINUING PROFESSIONAL DEVELOPMENT FOR SCHOOL ADMINISTRATORS AND TEACHERS: A SYSTEMATIC REVIEW OF THE EVIDENCE ON TECHNOLOGY INTEGRATION IN BASIC EDUCATION
DOI:
https://doi.org/10.66104/ycjcqd44Keywords:
Digital leadership; Continuing education; School administrators; Teachers; Digital technologies; Technological integration; Basic education; Educational innovation.Abstract
The study examines how the digital transformation of K-12 education has increased the demands placed on school leadership and the professional development of administrators and teachers, requiring skills capable of promoting the effective integration of digital technologies into the pedagogical, administrative, and organizational processes of educational institutions. In this context, the present study aims to analyze the available scientific evidence regarding digital leadership and the continuing education of school administrators and teachers for technological integration in Basic Education. Methodologically, this is a systematic literature review, conducted based on explicit criteria for searching, selecting, and analyzing studies published in national and international scientific databases. Analysis of the investigated corpus allowed for the identification of trends, challenges, potential, and gaps related to the incorporation of digital technologies in the school context. The results show that digital leadership plays a strategic role in building organizational cultures conducive to innovation, professional development for teachers, and the implementation of technology-mediated pedagogical practices. It was also found that continuing education programs grounded in collaborative, reflective, and contextualized perspectives contribute significantly to strengthening the digital competencies of education professionals. However, challenges remain regarding technological infrastructure, unequal access, the lack of specific public policies, and the fragmentation of training initiatives. It is concluded that the integration of digital leadership, professional development, and technological integration is a central element in promoting educational quality, pedagogical innovation, and institutional development in K-12 schools. As a scientific contribution, the study systematizes recent evidence on the topic, identifies research gaps, and proposes guidelines for future research and for improving policies for the training of education professionals in the context of digital transformation.
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Copyright (c) 2026 Luiz Fernando Ridolfi, Thais Sandra Campos de Oliveira, Eduardo Saul, Angélica Pereira de Oliveira, Maria José Cunha Freire Mendes, Ana Cláudia Schmitz, Silvana Dias Sampaio, Lélia Alves Nunes
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