Fostering inclusion through digitalisation: Insights from a post-pandemic study of school leaders in Cyprus

Abstract

In the aftermath of the coronavirus disease 2019 (COVID-19) pandemic, school leaders are increasingly expected to navigate complex challenges across multiple domains, including digital transformation and inclusive education. Although existing research often addresses these areas separately, no study to date has explored how digital tools have reshaped inclusive leadership practices in the post-pandemic context, nor the challenges school leaders encountered in doing so. This study addresses this gap by examining how school leaders in Cyprus have utilised digital tools to foster inclusion in a post-pandemic context. Drawing on qualitative data from 43 interviews with primary and secondary school leaders, the findings indicate that although digitalisation holds transformative potential for inclusive education, its impact is often constrained by persistent systemic and infrastructural limitations. The findings, also highlight the multifaceted nature of inclusion and the systemic support required for digitalisation to be effective. By contributing to the growing literature on the theories of digital school leadership and social justice leadership, this study demonstrates how digital tools can reposition school leadership practices to better support inclusion. This study concludes with implications for policy, leadership development and future research.