Title: Digital Leadership and AI Readiness of School Heads in Basic Education: A Scoping Review
Authors: Ivy Grace Pevida Angelica E. Endrina Sweetzl C. Villaro Joseph C. Pasco
Volume: 10
Issue: 4
Pages: 96-102
Publication Date: 2026/04/28
Abstract:
The rapid expansion of digital transformation and artificial intelligence (AI) in schooling has intensified the need for school heads who can lead technological change while safeguarding equity, ethics, and educational quality. This scoping review mapped recent literature and policy evidence on digital leadership and AI readiness of school heads in basic education. Guided by Arksey and O'Malley's scoping review framework, its refinements by Levac and colleagues, the JBI guidance for scoping reviews, and the PRISMA-ScR reporting extension, the review used a targeted search of web-accessible peer-reviewed studies, reviews, and official policy documents published from 2022 to April 2026. Using a Population-Concept-Context lens, the review focused on school heads and school leaders in basic education, the concepts of digital leadership and AI readiness, and the context of K-12/basic education systems. Twenty-four substantive sources were charted. Four interrelated themes emerged: (1) digital leadership serves as the strategic driver of AI readiness, (2) AI readiness is multidimensional and extends beyond technical skill, (3) ethical governance and human agency function as non-negotiable guardrails, and (4) organizational supports transform readiness into meaningful implementation. Based on these themes, an emergent framework was developed in which system enablers shape school heads' digital leadership, digital leadership strengthens AI readiness domains, and AI readiness supports responsible application in administration, instructional support, and school improvement. The review concludes that AI readiness in schools should not be treated as a stand-alone technical issue but as a leadership, governance, and capacity-building agenda. Greater attention is needed to Philippine and other low- and middle-income contexts, school-level policy enactment, and human-centered models of AI integration.