ADVANCING PRINCIPALS’ HUMAN RIGHTS LEADERSHIP PRACTICES IN AN ERA OF DIGITAL TRANSFORMATION

The rapid pace of digital revolution in education requires school principals to reconsider and adjust their methods of leadership.To handle the opportunities and difficulties presented by digital transformation, this study suggests a Human Rights Leadership (HRL) action toolkit for school principals.Digital technologies not only change the way education is managed and led, but it redefines the concepts of social justice, equality, and inclusion in educational settings.It is increasingly expected of principals to combine digital literacy with human rights competencies to establish learning environments that respect the rights of all learners and educators.The study emphasized human rights leadership practices necessary for promoting an inclusive learning, reducing digital divides, and guaranteeing that technological improvements benefit all learners.The Human Rights-Based Approach (HRBA) was used as the theoretical framework for this paper.We qualitatively analysed stipulations from UNICEF's policy guide on children and digital connectivity to show the nature and importance of human rights leadership practices in an era of digital transformation.The results demonstrated that in an era of digital change, affordable access, protection from harm and privacy and identity can be useful tools for advancing principals' human rights leadership practices which we propose in a human rights leadership action toolkit.By integrating digital innovation with human rights imperatives, the findings advance school principals' responsibilities as agents of educational and societal transformation and digital leadership.To promote human rights leadership in the digital age, this paper recommends that principals strive to be an agent of transformation to advance HRL in an era of digital transformation.