The change of education terminology in digital transformation: technology-oriented conceptual transformation in education management

Purpose This study aims to examine the conceptual transformations occurring in educational administration as a result of digital transformation. It specifically seeks to explore the lived experiences of school administrators regarding the evolution of their digital leadership competencies and the integration of digital technologies into core management processes. The research focuses on how fundamental administrative concepts such as leadership, decision-making, communication and supervision are being redefined in the digital age. Design/methodology/approach A qualitative research paradigm employing a phenomenological design was adopted to capture the in-depth experiences of school administrators. Data were collected through semi-structured interviews with eight school administrators who were selected using criterion sampling based on their digital literacy, participation in digital training and postgraduate qualifications. The collected data were analyzed using thematic content analysis guided by Creswell's Data Analysis Spiral framework. Findings The findings reveal significant conceptual and practical shifts in educational administration, categorized under three main themes: a transition to data-driven decision-making, the establishment of systematic digital data management and the adoption of multichannel communication practices. Furthermore, administrators' digital leadership was characterized by key competencies such as mentorship, proactive technological integration and fostering an innovative school culture. These competencies were found to directly contribute to enhanced institutional efficiency and organizational agility. Practical implications The study provides actionable insights for educational policymakers, curriculum developers and school leaders. It underscores the need for targeted professional development programs focused on strategic digital leadership rather than mere technical proficiency. It also suggests that postgraduate programs in educational administration should revise their curricula to include courses on digital transformation, data-informed leadership and digital terminology to better prepare future leaders for the complexities of the digital era. Originality/value This research contributes to the educational administration literature by providing an empirical application of Sheninger's Digital Leadership Model and Rogers' Diffusion of Innovations Theory within a phenomenological framework. By explicitly identifying and analyzing the conceptual redefinitions of core administrative terms, the study moves beyond an instrumental view of technology, offering a nuanced understanding of digital transformation as a profound strategic and cultural paradigm shift in educational governance.