Digital leadership in the era of artificial intelligence: Strategies for managing innovative and humanistic educational transformation

Abstract

The rapid development of Artificial Intelligence (AI) has reshaped education and intensified the need for effective digital leadership. This study examines the relationships among digital leadership, AI utilisation, and innovative and humanistic educational transformation, with particular attention to the moderating role of AI. The study was conducted at a private higher education institution in Bandar Lampung, Indonesia. Using a sequential explanatory mixed-methods design, quantitative data were collected from 150 students drawn from a population of 200 through a five-point Likert-scale questionnaire and analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The qualitative phase involved semi-structured interviews with 10 purposively selected students from different study programs to explain the quantitative findings. The results show that digital leadership is positively related to AI utilisation (β = 0.570) and to innovative and humanistic educational transformation (β = 0.326). AI utilisation is also positively related to educational transformation (β = 0.333). In addition, the interaction between digital leadership and AI utilisation shows a small positive moderating effect (β = 0.085), suggesting that AI may modestly strengthen the contribution of digital leadership to educational transformation. Qualitative findings indicate that digital leadership supports institutional adaptation to technological change, while AI can improve learning effectiveness, administrative efficiency, and personalised learning when used ethically and purposefully. The study concludes that innovative and humanistic educational transformation requires strong digital leadership, responsible AI integration, and careful alignment between technological innovation and humanistic educational values.