Educational leadership for equitable digital and artificial intelligence transformation in global education

Purpose This review article employs a systematic literature review design to address the critical gap in synthesizing how educational leadership can counteract systemic inequities during the global digital–AI transformation. We introduce and empirically validate the Ethical, Distributed, Technologically-Enhanced Transformational Leadership (EDT-TL) framework, positing that leadership—not technology—is the decisive factor in achieving equitable and inclusive digital–AI futures in education. Design/methodology/approach: Employing a systematic review design guided by an adapted PICo framework (Population, Interest, Context), this study analysed 75 peer-reviewed articles published between 2015 and 2024 and indexed in Scopus, Web of Science, JSTOR, and IEEE Xplore. The review applies a Hybrid Thematic Content–SWOT (HTC-SWOT) protocol, integrating NVivo-assisted thematic synthesis with strategic SWOT mapping to generate evidence-informed leadership strategies applicable across diverse global educational contexts. Findings: The review identifies five interrelated leadership dimensions—ethical governance, distributed decision-making, technological competence, transformational vision, and equity-oriented accountability—as consistently associated with more inclusive and just digital–AI transformations in education. Across diverse global contexts, the synthesis reveals that technology-driven reforms alone often exacerbate existing inequalities when not guided by strong leadership capacities. The findings further indicate that the EDT-TL framework provides an integrative lens for aligning digital–AI initiatives with ethical principles, institutional capacity-building, and social justice goals. Originality/value: This study advances the literature by offering a systematic and integrative synthesis of educational leadership scholarship at the intersection of digital transformation, artificial intelligence, and equity. By developing and validating the Ethical, Distributed, Technologically-Enhanced Transformational Leadership (EDT-TL) framework, the review moves beyond technology-centric narratives and foregrounds leadership as a critical mediator of equitable digital–AI change. The findings provide theoretically grounded and practically relevant insights for policymakers, institutional leaders, and researchers seeking to design inclusive digital futures in education. Practical implications: To operationalize equity, educational institutions must establish ethical AI governance boards, invest in distributed leadership capacity, and embed equity indicators into digital transformation metrics. The EDT-TL framework provides leaders with a practical roadmap for navigating the intersection of technological innovation and educational justice. Social implications: By centering equity and ethics in digital-AI leadership, this research directly supports progress toward United Nations Sustainable Development Goal 4 (Quality Education) and contributes to building more inclusive, just, and human-centered educational futures worldwide.