Investigating the Impact of Digital Leadership on Technology Use in Elementary Schools in UAE

Abstract

This research paper explores the impact of digital leadership on technology use in elementary schools within the United Arab Emirates (UAE), focusing on three major cities: Abu Dhabi, Sharjah, and Dubai. Using a mixed-methods approach, the study integrates qualitative and quantitative data collection, offering a broad perspective. Participants were selected through convenience sampling. The study pursues three key objectives. First, it investigates existing technology policies in UAE elementary schools, examining the guidelines, regulations, and national initiatives that govern technology integration. Second, it identifies leadership practices and competencies that support digital transformation in schools, including leadership styles, strategic approaches, and the role of school leaders. Third, the research explores factors that either facilitate or hinder the effectiveness of digital leadership in elementary education, such as insufficient training, lack of resources, or resistance to change. The findings highlight that while UAE schools have made significant efforts in drafting technology policies, the success of these initiatives largely depends on strong digital leadership. Effective strategies include collaborative decision-making, ongoing professional development, and modeling of technology use by school leaders. Conversely, challenges like limited infrastructure and gaps in leadership training negatively affect implementation. This study offers practical recommendations for school leaders, educators, and policymakers to enhance digital learning environments and emphasizes the urgent need to develop digital leadership capacities and address systemic challenges for sustainable technology integration.