ABSTRACT
This study examines digital leadership in Indonesia, focusing on how leaders' interests, motivations, and challenges influence technology integration for online learning in schools. Using a mixed-methods approach, the research assesses the validity and reliability of a digital media literacy framework through an online survey of 577 teachers across Indonesia. The findings reveal that 61.5% of teachers enjoy using technology, and 65.5% are open to embracing its challenges. However, 43.2% face difficulties with technology integration due to limited technical skills and inadequate internet access. Only 23% effectively utilise technology in the classroom, and 25.8% feel comfortable using it. The study highlights significant gaps in digital literacy, underscoring the importance of effective digital leadership, improved communication, and targeted resources to address these challenges. This research is particularly relevant as it sheds light on the specific obstacles teachers encounter in adopting technology within Indonesia's educational context and offers strategies to enhance technology implementation and digital literacy in underdeveloped and remote areas. The study concludes that strong educational leadership and comprehensive support are essential to empower teachers to overcome digital challenges and maximise technology for improved teaching practices.
