Educational Transformation in the Independent Curriculum Era: A Systematic Review of Digital Leadership, Teacher Adaptability, and Learning Quality

Irsa Salsabila; ⁠ Hadiyanto; Sulastri

doi:10.63922/ijevss.v5i03.3782

Irsa Salsabila Educational Administration, Padang State University
⁠ Hadiyanto Educational Administration, Padang State University
Sulastri Educational Administration, Padang State University

DOI: https://doi.org/10.63922/ijevss.v5i03.3782

Keywords: Independent Curriculum, Digital Leadership, Teacher Adaptability, Learning Quality

Abstract

The implementation of the Independent Curriculum demands a fundamental transformation in the learning process, making it more flexible and student-centered. However, challenges in the field indicate significant gaps in teachers' pedagogical readiness and digital literacy. This study aims to analyze in depth how principals' digital leadership is a key variable in strengthening academic supervision to improve teacher adaptability and learning quality. Through a Systematic Literature Review (SLR) of 30 reputable scientific articles, it was found that effective digital leadership can shift the supervision paradigm from mere administrative oversight to a data-driven and reflective professional development process. The study results indicate that the use of the Independent Teaching Platform (PMM) and learning communities supported by humanistic instructional leadership significantly accelerate teachers' transition to differentiated learning. This study concludes that the synergy between leaders' digital literacy and an adaptive supervision model is a key determinant for the sustainability of educational transformation in the era of digital disruption

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