Abstract

This research article examines the evolving role of educational leadership in implementing digital transformation within India’s education system, as envisioned by the NEP 2020. Drawing on leadership theory, educational psychology, and contemporary policy analyses, the paper articulates a competencies framework for school and institutional leaders, identifies systemic and ethical challenges, and proposes a strategic implementation model grounded in equity and sustainability. This study employs a qualitative, conceptual, and policy-oriented analytical approach. Through a thematic analysis of national policy documents (e.g., the NEP 2020), reports from international organisations (e.g., OECD, UNESCO, and the World Bank), and contemporary peer-reviewed research papers, this study identifies key elements in leadership, pedagogy, governance, and ethics. Key recommendations include strengthening digital infrastructure, institutionalising distributed leadership, embedding continuous professional development, employing data-ethical governance, and adopting scalable, context-sensitive innovations. The study synthesises international evidence and national policy directives to argue that successful technological integration depends on aligned leadership, pedagogy, assessment reforms, and community partnerships. This article fills a significant gap in the existing literature and policy discussions, where the role of leadership in implementing technology-enabled education systems has often been discussed in a fragmented manner. By proposing a leadership-centric, ethical, and equity-based strategic framework in the context of NEP 2020, this research reinterprets educational digital transformation as an integrated socio-technological process.

Keywords: Educational Leadership, NEP 2020, Digital Transformation, Educational    Technology, Teacher Development, Equity and Data Governance.