The integration of digital technology into teaching and learning requires more than technological availability; it also depends on school leadership capable of creating supportive pedagogical and organizational conditions. This study examines how principal digital leadership advances technology-integrated learning in elementary education. A Systematic Literature Review (SLR) was conducted by identifying, screening, and synthesizing relevant empirical studies published between 2019 and 2025. Literature was retrieved from Google Scholar, ScienceDirect, and Dimensions, resulting in 14 studies selected for thematic analysis. The findings identify five interconnected dimensions of principal digital leadership: digital vision and strategic planning; teacher digital competence and professional development; technology infrastructure and organizational support; technology integration in teaching and learning; and barriers and enabling conditions for sustainable implementation. The synthesis indicates that principals contribute to technology-integrated learning by establishing strategic direction, strengthening teacher capacity, mobilizing technological resources, and supporting the pedagogical use of digital technologies. However, infrastructure limitations, connectivity, teacher competence, and leadership readiness may constrain implementation. The study positions principal digital leadership as an enabling mechanism that connects school-level digital transformation with technology-integrated pedagogy.
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