In the face of rapid digital transformation, higher education institutions are increasingly expected to adapt to technological advances that impact teaching, learning, research, and governance. Although digital leadership has gained more attention in educational research, studies exploring how digital academic leadership is understood within academic communities remain limited, especially in emerging educational settings like Kazakhstan.
This study aims to examine how academics in higher education and school settings conceptualize and understand digital academic leadership. Their experiences offer valuable insights into the skills, opportunities, and challenges related to digital academic leadership in modern educational institutions.
The study used a qualitative phenomenological research approach to investigate the lived experiences and perceptions of academics about digital academic leadership. Phenomenology was chosen as the methodological framework because it emphasizes understanding individuals’ lived experiences and the meanings they assign to a specific phenomenon. In this research, the phenomenon examined was the concept and practice of digital academic leadership within educational settings.
The participants comprised 35 academics based in Astana, Kazakhstan. They were chosen through purposive sampling to include individuals who actively incorporate digital technologies into educational contexts. The group included professionals from a range of academic disciplines, many of whom held roles such as associate professors and lecturers at universities and other educational institutions. Their varied disciplinary backgrounds enabled the study to gain a broader understanding of how digital academic leadership is perceived across different fields.
Data were collected through open-ended questions, allowing participants to express their perspectives and experiences in detail. This approach enabled the researchers to obtain rich qualitative data reflecting participants’ authentic views on digital leadership practices, required competencies, and the role of digital technologies in educational leadership. The collected data were analyzed using content analysis, which involved systematic coding, categorization, and interpretation of participants’ responses to identify key themes and patterns.