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<http://eprints.iab.edu.my/v2/1714/1/Distributed%20Academic%20Leadership%20and%20Faculty%20Digital%20Pedagogical%20Competency%20in%20Higher%20Education%20Transformation%20A%20Systematic%20Thematic%20Review.pdf>
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	dc:title "HTML Summary of #1714 \n\nDistributed academic leadership and faculty digital pedagogical competency in higher education transformation: a systematic thematic review\n\n";
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<http://eprints.iab.edu.my/v2/id/eprint/1714#authors>
	rdf:_1 <http://eprints.iab.edu.my/v2/id/person/ext-s2193585@siswa.um.edu.my>;
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<http://eprints.iab.edu.my/v2/id/eprint/1714>
	bibo:abstract "The digital transformation of higher education has significantly changed teaching practices, learning environments, and institutional expectations, requiring faculty to develop strong digital pedagogical competencies to address evolving instructional needs and learner profiles. In response to rapid technological change, distributed academic leadership has emerged as an important approach that promotes shared responsibility, collaborative learning, and participation in digital innovation within  universities. This systematic thematic review examines   the influence of distributed academic leadership on faculty digital pedagogical competency in technology-enhanced higher education contexts. Using the PRISMA approach, empirical studies were analyzed to identify themes related to leadership processes, faculty development, institutional culture, and digital readiness. The findings indicate that distributed leadership encourages professional collaboration, strengthens digital confidence, supports peer learning cultures, and increases faculty engagement in improving digital teaching practices. Shared leadership practices also help create supportive environments where faculty feel encouraged to experiment with new teaching tools, adapt  instructional approaches, and enhance digital learning experiences. However, the review also identifies several challenges, including unequal access to technology, inconsistent leadership coordination, insufficient institutional support, and variations in faculty motivation and digital self-efficacy. These factors may limit the effectiveness of distributed leadership initiatives and hinder broader digital transformation  efforts. Overall, this review highlights the importance of strategic faculty development, inclusive leadership, and institution-wide collaboration in sustaining meaningful digital transformation in higher education. Further research should explore cross-cultural differences, leadership–technology relationships, and the long-term impact of distributed leadership on digital pedagogical practices."^^xsd:string;
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	bibo:issue "5";
	bibo:status <http://purl.org/ontology/bibo/status/peerReviewed>,
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	bibo:volume "11";
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	dct:date "2026-05-23";
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