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Transforming individual knowledge into collective, institutionalized action remains a persistent challenge in sustainability governance. Although Digital Social Innovation (DSI) is widely invoked as a bridge across this gap, its function as a structured socio-technical learning strategy, rather than a digital platform initiative, remains theoretically underdeveloped and, in developing-economy contexts, empirically underexplored. This study reframes DSI as a leadership-enacted learning mechanism and examines the individual-level conditions under which it institutionalizes sustainability literacy among young social innovation practitioners. Drawing on socio-technical systems theory, social learning theory, and institutional theory, the study models DSI Learning Strategy as the mediating mechanism linking three leadership antecedents: Social Mission, Innovation Design, and Social Impact Focus, to Sustainability Literacy, reconceived as an emergent institutional capability. Cross-sectional survey data from 202 active young practitioners in Indonesian social innovation incubators were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 5,000-subsample bootstrapping. Social Mission (β = 0.450, p
Herutomo et al. (Sat,) studied this question.