The Fourth Industrial Revolution (4IR), the COVID-19 pandemic, and the rapidly digitising educational system due to advances in artificial intelligence (AI) have made a change in leadership imperative. A key framework for improving organisational effectiveness in handling these changes is digital leadership. It combines technological competencies with traditional leadership. Even with increased scholarly interest, there remains a gap in the thorough analysis of the field’s intellectual framework, thematic evolution, and collaborative dynamics. This study addresses this gap by conducting a bibliometric analysis of digital leadership research in education from 1993 to 2024, employing RStudio to map publication trends, influential sources, author productivity, conceptual themes, and social structures. Data from 338 Scopus-indexed documents reveal a significant rise in publications post-2010, peaking in 2023, with core journals such as Education and Information Technologies and Cogent Education dominating the field. However, the notable decline observed in 2024 indicates that the decline in publications may be due to research saturation, a change in research priorities, or funding. Prolific authors like Karakose T., Altinay F., and Z. underscore the centrality of collaborative research, while thematic mapping identifies key clusters: digital competence, virtual leadership, and institutional innovation. Thematic evolution highlights a post-pandemic pivot toward digital transformation and AI integration, though niche areas like K-12 digital leadership remain underdeveloped. Social network analysis reveals dispersed yet growing global collaborations, with the United States, Turkey, and the United Kingdom as dominant hubs, while disparities persist in Global South participation. The study’s implications emphasize the need for interdisciplinary research, equitable global partnerships, and policy frameworks that prioritize digital leadership training for educators. Practitioners are encouraged to implement adaptive strategies to leverage emerging technologies, ensuring sustainable learning outcomes. This analysis provides a foundation for future research and practice in digital leadership by delineating the field’s conceptual and social networks, thereby bridging the divides between theory, policy, and institutional practice.
Okunlola et al. (Fri,) studied this question.
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