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This study examines the transformation of business education curricula in response to the rapid expansion of the digital economy. The increasing integration of artificial intelligence, big data analytics, cloud computing, and digital platforms has significantly reshaped industrial demands and professional competencies. Using a qualitative research approach and content analysis, this study explores the challenges and strategic opportunities associated with curriculum transformation in higher education institutions. The findings reveal that universities face critical challenges related to technological infrastructure, faculty readiness, curriculum relevance, and industry alignment. However, digital transformation also provides opportunities for interdisciplinary learning, experiential education, global collaboration, and technology-driven innovation. The study emphasizes the importance of adaptive leadership, faculty development, industry partnerships, and student-centered pedagogies in supporting sustainable curriculum reform. Ultimately, transforming business education curricula is essential for preparing graduates with digital competencies, critical thinking abilities, and innovative skills necessary to compete effectively in the global digital economy.

The development of digital technology has brought significant changes in the field of education, especially in the learning process, school management systems, and teachers' work patterns. This situation requires school principals' leadership who can adapt, be innovative, and act as agents of change in improving teachers' work ethic. This study aims to analyze the role of school principals' transformational leadership in enhancing teachers' work ethic in the digital era and to examine its relevance to educational transformation. The research method used is a qualitative approach with a literature study type through the analysis of various journals and scientific sources from 2020–2025. The results of the study indicate that school principals' transformational leadership plays an important role in increasing teachers' motivation, commitment, and professionalism through ideal influence, inspirational motivation, intellectual stimulation, and individualized consideration. In addition, this leadership is also capable of creating a work culture that is collaborative, innovative, and adaptive to technological developments. Digital transformation in education not only involves the use of technology but also changes in work culture and the improvement of human resource competencies in schools. The implications of this research confirm that school principals as transformational leaders have a strategic role in the success of educational transformation in the digital era through the continuous enhancement of teachers' work ethic.

This research is motivated by the increasing role of Artificial Intelligence (AI) in organizational transformation and the crucial function of leadership in ensuring its successful implementation. The primary objective of this study is to analyze the relationship between leadership, AI integration, and organizational performance, as well as to identify various challenges and supporting factors in the process. This study employs a systematic literature review (SLR) method by examining 30 relevant, reputable scientific articles from the Scopus and Google Scholar databases within the 2020–2026 timeframe through selection, evaluation, and thematic synthesis processes. The results indicate that AI integration significantly contributes to improving operational efficiency, data-driven decision-making quality, and organizational innovation. However, this success heavily depends on the role of adaptive, transformational, and digitally-oriented leadership capable of steering the technological vision. Conversely, major challenges were identified, such as employee resistance, limited digital competencies, and ethical issues surrounding data privacy. This study contributes to strengthening the conceptual understanding of leadership's role as a bridge between technology and organizational performance, while offering practical implications for management in designing effective, inclusive, and sustainable digital transformation strategies.

The purpose of this study is to analyze the synergy of humanistic and transformational leadership in building adaptability and digital competence of civil servants in the era of digital transformation. The research uses a narrative literature review approach by analyzing various literature from leading academic databases. The findings indicate that humanistic leadership creates a psychological foundation through empathy, respect for individual dignity, and psychological safety that facilitates civil servants to adapt to change without fear of failure. Meanwhile, transformational leadership acts as a catalyst by providing inspirational vision, intellectual stimulation, and motivation to master digital competencies. The synergy of these two leadership styles creates a holistic development ecosystem: humanistic leadership provides psychological safety to take learning risks, while transformational leadership provides energy and direction for continuous innovation. The theoretical implications of this research enrich the treasury of leadership theory in the context of public bureaucracy by identifying the complementary mechanisms of both leadership styles. Practical implications provide guidance for agency leaders to integrate humanistic values and transformational approaches in HR development programs to prepare civil servants who are resilient, adaptive, and digitally competent in facing the challenges of technological disruption and increasingly complex public service demands in the Society 5.0 era.

The implementation of Electronic-Based Government Systems (Sistem Pemerintahan Berbasis Elektronik/SPBE) represents a strategic instrument of public administration reform aimed at improving service quality, efficiency, and governance through digital transformation. However, empirical evidence across countries indicates that the effectiveness of digital government initiatives is frequently constrained by persistent competency gaps among public sector personnel. This study conducts a thematic literature review to systematically identify, classify, and synthesize scholarly findings on competency gaps affecting SPBE and digital government implementation within the field of public administration. Drawing on peer-reviewed international literature published over the last decade and indexed in Scopus, Web of Science, and DOAJ, the review applies a narrative–synthetic approach supported by thematic analysis. The findings reveal four dominant dimensions of competency gaps: technical–digital competencies, managerial and digital leadership competencies, cross-sectoral collaborative competencies, and adaptive learning competencies. These gaps are shaped by interacting individual, organizational, and systemic factors, including misaligned human resource management practices, fragmented bureaucratic structures, and limited capacity-building mechanisms. Using Competency-Based Human Resource Management (CBHRM) as the primary analytical lens, and reinforced by Digital Government Theory, Digital Era Governance, and Capacity Building Theory, this study demonstrates that competency gaps are structural rather than merely individual deficiencies. The article contributes theoretically by integrating human resource and digital governance perspectives into a unified analytical framework, and practically by offering policy-relevant insights for strengthening public sector capacity and enhancing the sustainability of SPBE implementation.

The digital transformation of public service delivery has become a central agenda in contemporary public administration, positioning local governments as critical actors in translating national digital strategies into tangible, citizen-facing outcomes. Despite rapid diffusion of digital platforms and e-government initiatives, substantial variation persists in the performance, inclusiveness, and sustainability of digital public services across local contexts. This variation points to persistent challenges related to administrative capacity constraints within local governments and uneven levels of citizen readiness to access and use digital services. Addressing these challenges, this article presents a comprehensive literature review that aims to (1) map the conceptual evolution of digital public service delivery in local governments, (2) synthesize empirical findings on the roles of administrative capacity and citizen readiness, and (3) identify key theoretical and empirical gaps in the existing scholarship. Methodologically, the study adopts a systematic literature review approach, drawing on peer-reviewed journal articles published in the last five years and indexed in major academic databases, including Scopus, Web of Science, DOAJ, and Google Scholar. The selected literature is analyzed using thematic synthesis, guided by an integrated theoretical framework combining Digital Government Theory and Digital Era Governance as overarching transformation lenses, Administrative Capacity and Capacity Building Theory and Competency-Based Human Resource Management to explain organizational and human resource determinants, Digital Divide Theory and the Technology Acceptance Model to capture citizen-side readiness and adoption dynamics, and Policy Implementation Theory to account for institutional and regulatory mediation. The synthesis reveals several dominant patterns: digital service performance is strongly conditioned by leadership, coordination, information capacity, and workforce competencies; citizen uptake is shaped not only by access and skills but also by perceived usefulness, ease of use, and trust; and policy design and implementation processes mediate the interaction between supply-side capacity and demand-side readiness. Importantly, the review shows that these factors are mutually constitutive rather than independent, challenging linear and technology-centric models of digital transformation. The article concludes by advancing an integrative conceptual understanding of local digital public service delivery and by outlining theoretical implications for digital public administration research as well as practical policy recommendations for designing inclusive, capacity-sensitive, and sustainable digital public services at the local level.

Communication is a fundamental element in the development of entrepreneurship, particularly within edupreneurship, which integrates educational innovation with entrepreneurial values to address contemporary challenges in education. In an increasingly competitive and digitally driven educational landscape, edupreneurs are required not only to possess pedagogical competence but also strong communication skills to sustain and scale their initiatives. This study aims to analyze the role of effective communication in strengthening edupreneurship competencies. The research employs a literature review method by synthesizing and analyzing relevant theories and previous studies on communication, entrepreneurship, and edupreneurship. The findings indicate that effective communication plays a significant role in enhancing key edupreneurship competencies, including negotiation skills, leadership capacity, personal branding, and adaptability to digital transformation. Communication also functions as a strategic tool for building trust, expanding professional networks, fostering collaboration, and creating supportive learning ecosystems within educational enterprises. Moreover, effective communication enables edupreneurs to articulate value propositions clearly, manage stakeholders efficiently, and respond flexibly to dynamic changes in educational markets. The implications of this study emphasize that communication competence is not a complementary skill but a core requirement for sustainable edupreneurship development. Therefore, systematic communication training and the integration of communication-based learning strategies are strongly recommended within entrepreneurship education programs, particularly for prospective edupreneurs, to support long-term innovation, competitiveness, and sustainability in the education sector.

Public health administration plays a strategic role in strengthening primary health care governance amid increasingly complex health system challenges. This study aimed to synthesize recent evidence on the development, challenges, and implications of public health administration during the period 2020–2025. A literature review with a systematic approach was conducted by analyzing peer-reviewed articles retrieved from major scientific databases and selected through a PRISMA 2020 flow process. The findings indicate that effective public health administration—characterized by strong governance, adaptive leadership, and the integration of digital health information systems—contributes to improved performance of primary health care services in terms of service quality, efficiency, and sustainability. However, the review also reveals persistent gaps, particularly the limited empirical evidence examining causal relationships between administrative capacity and health service performance, as well as challenges related to human resource readiness and data governance in digital transformation. These findings highlight the need to strengthen administrative capacity, leadership competencies, and integrated information systems to support resilient primary health care. The study provides theoretical and practical implications for policymakers, health managers, and researchers in advancing public health administration toward more effective and sustainable health systems.

Public service reform in Indonesia increasingly emphasizes inter-agency collaboration as a mechanism to enhance administrative efficiency, service integration, and responsiveness to citizens’ needs; however, in many regions, including West Kotawaringin Regency, collaborative practices remain fragmented due to uneven human resource (HR) capacities, inconsistencies in standard operating procedures (SOPs), and limited technological integration across institutions. This study aims to examine the current state of HR collaboration, identify key barriers and enabling factors, and propose an integrated and adaptive HR collaboration model to strengthen public service delivery. Using a qualitative multi-case study approach, data were collected through semi-structured interviews with leaders and operational staff from multiple regional government agencies and analyzed using NVivo 15 to generate thematic coding and visual tools such as word clouds, hierarchy charts, and project maps. The findings indicate that current collaboration is largely transactional and administrative, exemplified by the physical co-location of agencies at the Public Service Mall (MPP) without effective systemic interoperability. Three critical themes emerged: gaps in HR distribution, competencies, and role clarity; structural and behavioral constraints including sectoral ego, SOP discrepancies, and limited digital integration; and opportunities to enhance collaboration through shared digital dashboards, inter-agency forums, and cross-functional HR mobility. Based on these results, the study proposes a three-pillar Integrated and Adaptive HR Collaboration Model comprising comprehensive digital integration, flexible HR competency sharing, and inclusive service co-creation involving community stakeholders, offering both theoretical contributions to collaborative governance and practical guidance for regional governments seeking to improve public service effectiveness.

The era of globalization demands that education systems produce human resources who are skilled, adaptable, and capable of competing in the international job market. However, several issues arise in efforts to prepare graduates who are well aligned with industry requirements. These challenges include the mismatch between competencies taught in educational institutions and those required by the workforce, limited digital literacy and technological mastery, the lack of soft skills development, and insufficient collaboration between schools and industries. Rapid technological advancements often result in curricula that lag behind the current skill demands of the labor market. Moreover, many students still lack the mindset, creativity, and adaptability needed to face global competition. This literature-based study aims to identify the main educational problems in preparing human resources for the world of work and propose strategic directions for improvement. Findings highlight the necessity of competency-based curriculum transformation, enhanced vocational training, integration of technology-based learning, and stronger partnerships between education providers and industry sectors. Enhancing teacher quality is also crucial to ensure learning processes remain relevant to global demands. By optimizing the roles of all stakeholders, education can produce graduates who possess not only technical expertise but also essential 21st-century skills such as communication, collaboration, problem-solving, and leadership. Therefore, education becomes the primary foundation for preparing a generation capable of competing globally and contributing to national development.

The quality of education is a crucial issue that continues to receive attention in facing the challenges of globalization, digitalization, and the demands of 21st century competencies. Quality improvement efforts are not only related to the quality of students' learning outcomes, but also concern the role of leadership, management effectiveness, and the implementation of a quality assurance system. This study aims to identify strategies to improve the quality of education that have been studied in the literature for the last five years (2020-2025) and answer two research questions, namely: (1) what quality strategies are predominantly discussed in the literature, and (2) how the role of leadership, strategy management, and quality assurance in supporting the quality of education. The method used is literature review with a qualitative approach. Data was obtained from Google Scholar and Publish or Perish (PoP) databases using the keyword "quality strategy" with a publication year limit of 2020–2025. The search yielded 30 articles, which then through a screening and selection process obtained 5 relevant articles for analysis. The results of the analysis show three main trends: (1) the strategic role of school principals in building a quality culture, (2) the importance of evaluation and implementation of quality management in a sustainable manner, and (3) the synergy of visionary leadership with the quality assurance system  as the basis for sustainable quality. This study concludes that the education quality strategy requires the integration of these three aspects. Going forward, further research is needed to develop integrative models across approaches and broader educational contexts.

Transformational leadership is an important paradigm in strengthening modern governance that is oriented towards innovation, accountability, and public service. This research aims to examine the concepts, roles, and challenges of transformational leadership in the context of the Indonesian public sector through a literature study approach. The study was conducted on 15 open academic sources relevant to digital bureaucratic issues, apparatus work motivation, and organizational reform. The results of the study show that transformational leadership is able to increase performance effectiveness, strengthen employee commitment, and accelerate the digital transformation of the bureaucracy through an inspiring vision, intellectual stimulation, and individual attention to subordinates. In addition, this leadership contributes to the formation of a collaborative work culture and the improvement of public service innovations that are adaptive to the needs of the community. However, its implementation still faces structural obstacles, such as hierarchical culture, resistance to change, weak digital competence of the apparatus, and limited policy and human resource support. Therefore, a strong integration between transformational values, adaptive leadership competencies, and good governance principles is needed to drive sustainable and performance-oriented bureaucratic change that is superior to public performance.

This study examines the empowerment of civil servants and its contribution to improving the quality of public services in Southwest Papua Province, with particular focus on the Human Resources Development Personnel Agency (BKPSDM: Badan Kepegawaian Pengembangan Sumber Daya Manusia). The research employs a qualitative descriptive approach to capture and analyze empowerment practices as well as their supporting and inhibiting factors. Data collection was carried out through interviews, observations, and documentation, involving key informants such as the Head of BKPSDM and relevant staff members. The data were analyzed using the interactive model of Miles, Huberman, and Saldana, which consists of three stages: data condensation, data display, and conclusion drawing/verification. The findings reveal that empowerment practices at BKPSDM encompass structured recruitment policies for both Indigenous Papuans (OAP) and non-OAPs, systematic career development, provision of education and training programs, and implementation of fair compensation mechanisms. These initiatives are aimed at enhancing civil servants’ competencies, professionalism, motivation, and accountability, ultimately contributing to better service delivery to the public. Supporting factors identified include the existence of strong regulatory frameworks, leadership commitment, competency-based training opportunities, high internal motivation, and the establishment of a collaborative work culture. On the other hand, several inhibiting factors persist, such as limited and unequal access to training, inadequate infrastructure, frequent changes in regulations, discriminatory practices, and low levels of digital literacy among some employees. The study concludes that civil servant empowerment represents a strategic pathway to building a professional, accountable, and responsive state apparatus capable of delivering high-quality public services. To strengthen these efforts, recommendations highlight the importance of expanding training access, improving digital skills, ensuring infrastructure readiness, and maintaining inclusive and transparent policies. By addressing these challenges, civil servant empowerment can be optimized to achieve sustainable improvements in public service performance across Southwest Papua Province.

The digital era has revolutionized educational systems, making digital literacy a vital competency for the 21st century. As such, educational administration plays a pivotal role in driving digital transformation within schools. This study used a qualitative approach with a multi-case study design, examining 20 secondary schools to assess how effective educational administration practices contribute to the sustainable implementation of digital literacy programs. Data were gathered through in-depth interviews with 60 educational administrators, participant observations, and the analysis of policy documents. The findings reveal that educational administration, when proactive, collaborative, and data-driven, significantly boosts student digital literacy. In fact, schools employing these practices experienced an improvement in digital literacy by up to 65% within two years of program implementation. The success of these programs was largely attributed to key factors such as visionary leadership, strategic allocation of resources, continuous teacher capacity development, and robust monitoring systems. Additionally, the research highlights the importance of a comprehensive approach to digital literacy, where educational leaders understand the interconnections between various administrative functions and their impact on digital education. This includes integrating strategic planning, operational execution, developmental efforts, evaluation processes, and collaborative work between teachers and administrators. In response to these findings, the study proposes the Integrated Digital Literacy Administration Model (MALDT). This model offers a framework that can be adapted by educational institutions to enhance learning quality in the digital age. It emphasizes the need for a holistic approach to digital literacy administration, combining leadership vision with operational efficiency and continuous professional development. Ultimately, the adoption of such a model can help schools foster an environment where digital literacy is embedded into the core educational experience, ensuring students are adequately prepared for the challenges of the digital era.

Entrepreneurship training is a key strategy for empowering village economies, especially among youth from Karang Taruna and PKK members. In Kaladawa Village, local potential such as agriculture and handicrafts has not been fully utilized due to limited entrepreneurial knowledge and exposure. This program aims to enhance participants' entrepreneurial competencies through practical-based training methods, including interactive lectures, group discussions, and business simulations. A participatory approach was implemented to help participants identify local potentials, develop business ideas, and formulate digital-based marketing strategies. The results of the training indicate a significant improvement in participants’ understanding of entrepreneurship, as reflected in the emergence of innovative business plans focused on local and digital products. Pre- and post-training evaluations showed increased motivation, creativity, and readiness among participants to initiate independent ventures. The training also fostered a sustainable entrepreneurial spirit by covering essential topics such as financial management, digital transformation, and business networking. Participants acknowledged that direct experiences and intensive mentoring during the sessions played a crucial role in building their confidence and competitiveness. However, for long-term success, continuous mentoring and institutional support are required, along with strategic collaboration between stakeholders such as village governments, local MSMEs, and higher education institutions. Thus, this program not only contributes to improving technical and entrepreneurial skills but also plays a pivotal role in developing a self-reliant and sustainable rural entrepreneurial ecosystem. The integration of similar training into broader community empowerment programs is recommended to ensure lasting impact, inclusive access, resilience, innovation, adaptability, creativity, empowerment, collaboration, leadership, and meaningful local economic development.

The rapid progress of technology, increasing globalization, and shifting socio-economic conditions pose major challenges for education in the digital age. This study investigates how holistic education fosters competencies aligned with future demands. Utilizing a qualitative method, it conducts a literature review with descriptive analytical techniques. Holistic education plays a crucial role in nurturing creativity, critical thinking, effective communication, and collaboration. It serves as a strategic response to global issues such as technological innovation and fast-paced societal transformations. Beyond equipping students to navigate digital challenges, holistic education also cultivates adaptability, leadership skills, and strong work ethics to handle unexpected changes. More than merely delivering academic content, holistic education aims to build character and prepare future generations to thrive as capable and competitive leaders.

In the era of digital transformation, technology plays a central role in shaping the future of education. This study explores the role of school principals as transformative leaders in promoting technology-based learning, particularly in the context of Indonesian schools. Using a descriptive qualitative approach, data were collected through in-depth interviews with school principals, teachers, and education personnel from schools that have integrated technology into their teaching and learning processes. Secondary data were obtained from government policies, official school documents, and relevant literature. Thematic analysis was employed to identify key patterns related to leadership practices that support the adoption of educational technology. The findings reveal that effective principals act not only as visionaries and change agents but also as facilitators, mentors, and collaborators who foster inclusive and innovative school environments. They play a critical role in developing teachers’ digital competencies, ensuring adequate infrastructure, and building a positive digital culture. This study highlights the importance of strategic leadership in overcoming challenges such as limited resources and resistance to change. The results provide practical guidance for principals and policymakers to develop sustainable technology-based education programs and contribute to the global discourse on educational leadership in developing countries. Keywords: , , , , .

The transformation of education in the digital age demands an integrative approach between spiritual strategies and learning technologies. This article combines the principles of Jesus' teaching according to Matthew 5–7 and the church's strategies in shaping responsible servant leaders with innovative learning approaches that strengthen the professional competencies of Christian Religious Education (PAK) teachers. The research method used is a literature review of two relevant articles. The results indicate that the integration of spiritual disciplines (such as discipleship, prayer, obedience) and technological innovations (such as flipped learning, blended learning, and game-based learning) contributes to the improvement of contextual Christian education quality. PAK teachers act as agents of transformation to deliver meaningful learning, Christian character, and balanced technological mastery.

The transformation of digital leadership in education has become an urgent necessity amid rapid technological advancements and shifting social paradigms. This study aims to identify multiplying factors in digital leadership, examine strategies for accelerating transformation, and integrate Biblical leadership values within the digital context. Using a qualitative-descriptive approach through literature review, the paper finds that transformational leadership styles, distributed leadership, human resource digital competencies, innovation culture, technological infrastructure, and data-driven decision-making play crucial roles in enhancing digital leadership transformation. Moreover, values such as humility, wisdom, integrity, and love, as taught in the Bible, provide a strong moral foundation for leadership in the digital era. The study recommends capacity building for leaders, the development of learning communities, supportive policies, and the integration of ethical-spiritual values as key drivers for successful leadership transformation in education.

This study aims to explore the role of school principals in enhancing teacher performance through the utilization of the Platform Merdeka Mengajar, a digital tool introduced by the Indonesian Ministry of Education and Culture to improve the quality of teaching and learning. The research was conducted at SMP N 4 Jombang, employing a qualitative approach with a case study design to gain an in-depth understanding of how principals support teachers in using this platform effectively. Data were collected through interviews with principals and teachers, as well as classroom observations. The findings indicate that the principal’s leadership, underpinned by managerial competencies such as planning, organizing, supervising, and human resource development, plays a critical role in facilitating the integration of technology into teaching practices. Principals provided technical support, organized training sessions, motivated teachers, and created a collaborative environment to enhance the use of the platform. Additionally, the study found that the Platform Merdeka Mengajar positively impacted teacher creativity and the quality of learning interactions. However, the study also highlights challenges, such as limited technological infrastructure and the varying levels of digital literacy among teachers. The results underscore the importance of strong leadership in educational technology implementation and offer insights into effective strategies for enhancing teacher performance through digital platforms. The study also identifies limitations related to its sample size and scope and suggests avenues for future research on long-term impacts and the role of external factors in educational technology adoption.