ABSTRACT

Objective: This study investigates the impact of digital leadership on enhancing teaching capacity through data-driven strategies among faculty in education programs in China. It focuses on how three key digital competencies—digital communication skills, decision-making proficiency, and digital leadership training—affect critical educational outcomes, including the implementation of data-driven instructional methods, student academic performance, and faculty participation in curriculum design. Methodology: A quantitative research approach was adopted, involving an online survey administered to 250 faculty members using a convenience sampling technique. The data was analysed using SPSS software, and various tests were conducted, including descriptive statistics, reliability coefficients testing, and regression analysis. Results: The results indicated positive correlations between all the variables. Digital communication skills accounted for 75.2% of the variance in the dependent variable, demonstrating a significant influence on the faculty's ability to implement data-driven instruction. Additionally, digital decision-making proficiency emerged as the most impactful predictor, explaining 77.1% of the variance in student academic performance. The relationship between digital leadership training and faculty participation in data-driven curriculum design was also positive, with the training explaining 73.4% of faculty involvement in curriculum development. Conclusion: Among all predictor’s, digital decision-making proficiency was found to be the most crucial factor, significantly impacting student academic performance. Digital leadership training positively influenced faculty participation in data-driven curriculum design, underscoring the importance of equipping faculty with the skills needed for evidence-based teaching and curriculum development. Implications: This research emphasizes the critical role of digital leadership in improving faculty competencies, supporting evidence-based teaching practices, and enhancing student outcomes. The findings provide valuable insights for policymakers and educational institutions, guiding the design of effective professional development programs and the integration of digital technologies into educational frameworks.