DIGITAL TRANSFORMATION IN EDUCATIONAL MANAGEMENT IN THAILAND: A SYSTEMATIC REVIEW OF LEADERSHIP, GOVERNANCE, AND INSTITUTIONAL INNOVATION
Keywords:
digital transformation, educational management, educational leadership, educational governance, institutional innovationAbstract
Background. Digital transformation has become a central organising logic for educational management in Thailand, propelled by the Thailand 4.0 economic agenda, the Ministry of Higher Education, Science, Research and Innovation (MHESI) reform program, and the accelerating digitalisation of schools and universities. Yet the evidence base linking digital leadership, governance systems, and institutional innovation remains fragmented across disciplines, methods, and institutional levels.
Purpose. This systematic review synthesises peer-reviewed literature (2015–2026) on digital transformation in Thai educational management, mapping how leadership practices, governance mechanisms, and institutional innovations interact to shape organisational effectiveness, and identifying research gaps and future directions.
Methodology. Following the PRISMA 2020 statement, six databases (Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, and Google Scholar) were searched using Boolean strings combining digital transformation, educational management/leadership/governance, institutional innovation, and Thailand. Records were screened against pre-specified inclusion and exclusion criteria; eligible studies underwent structured data extraction and inductive–deductive thematic analysis.
Results. Five themes were derived: (1) digital leadership competencies and vision; (2) digital governance and policy implementation; (3) institutional innovation and organisational change; (4) persistent barriers, including the rural–urban divide, readiness gaps, and funding constraints; and (5) emerging trajectories toward AI, learning analytics, smart schools, and Education 5.0. Across studies, leadership repeatedly emerged as the pivotal mediator translating national policy into institutional capability, while governance maturity and innovation culture moderated the pace and equity of transformation.
Conclusion. Digital transformation in Thai educational management is best understood as a socio-technical, leadership-driven process rather than a technology-procurement event. The review offers an integrative model and targeted recommendations for policymakers, institutional leaders, and researchers, and flags the need for longitudinal, theory-driven, and equity-focused inquiry.
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