Digital leadership, AI readiness and strategic resource allocation in education: a configurational approach to post-pandemic transformation

Purpose This study investigates how digital leadership and strategic resource allocation coalesce to shape educational management in the post-pandemic landscape. It emphasizes a configurational approach using fuzzy-set qualitative comparative analysis (fsQCA) to examine causal combinations driving effective digital transformation in schools. Design/methodology/approach The research employs a mixed-method approach, combining qualitative interviews with 30 school leaders and fsQCA on survey data from 150 school leaders across India. Variables include digital competence, infrastructure, training support, leadership innovation and policy alignment. Findings Results indicate that no single condition suffices for post-pandemic effectiveness. Instead, distinct configurations – such as high digital leadership + adequate training + policy support – consistently explain high perceived success in digital implementation. Conversely, weak leadership and resource misalignment hinder transformation. Practical implications Findings guide school leaders in identifying strategic resource bundles to optimize outcomes. Policies should emphasize leadership training and systemic support rather than isolated investments. Originality/value By adopting a configurational lens, this study moves beyond linear causality to demonstrate how different combinations of factors yield successful digital transformation, offering actionable insights for educational leadership.