Digital Leadership and ICT Competence Among Music Educators: Evidence from Chinese Universities

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Abstract

Rapid digital advancements have reshaped higher education, including Chinese universities. The role of digital leadership in integrating digital tools into teaching practices has been critical for educational reform and quality enhancement. This study examined the impact of digital leadership on music educators’ technological competence in Chinese higher education. The ISTE framework and the TPACK model were employed, and a cross-sectional survey was conducted. Data were collected from 405 music educators at five southern Chinese normal universities via stratified random sampling. A significant positive relationship between digital leadership and technological competence was revealed, with age, gender, and teaching experience found to moderate this relationship. Implications for policy, professional development, and future research on digital transformation in music education are offered.

Authors

• Xingzhi Guan, UCSI University

• Jing Cai, Universiti Kebangsaan Malaysia