Cluster-Informed Policy Design for School Administrators in Vietnam: A Data-Driven Perspective on Digital Readiness

Background/purpose. Digital transformation in education is a key factor in improving the quality of teaching and school management. However, readiness for digital transformation is not solely a matter for teachers—it is also a critical concern for school managers. This study employs cluster analysis to assess the digital transformation readiness of school managers. Materials/methods. Based on responses from 264 participants who are managers of general education schools in Vietnam, the study applies unsupervised machine learning for clustering. Results. The results indicate that managers in more favorable areas are generally more prepared for digital transformation than those in less advantaged regions. Awareness of digital transformation, confidence in using technology, and perceived usefulness of technology are significant determinants of readiness. Conclusion. By uncovering readiness profiles, the findings offer direct implications for differentiated policy design, targeted investment, and leadership training. The study proposes a cluster-informed approach to digital education reform, supporting evidence-based decision-making by policymakers and educational leaders.