Quality of Digital Governance in Early Childhood Education Through Adaptive Leadership of Unit Heads in Rural Indragiri Hulu
DOI:
https://doi.org/10.59890/ijels.v4i5.17Keywords:
Early Childhood Education, Digital, Governance, Leadership, Adaptive, Rural, QualityAbstract
The quality of digital governance in early childhood education in rural areas remains a critical issue because service digitalization has not always been supported by adequate leadership readiness, quality assurance systems, data literacy, and organizational capacity. This study aimed to map scientific evidence on the quality of digital governance in early childhood education through the adaptive leadership of unit heads and to formulate relevant knowledge gaps as a basis for a preliminary study in the rural context of Indragiri Hulu. A systematic literature review design was employed by referring to the PRISMA guidelines. Further selection was conducted based on abstract relevance, DOI availability, focus on early childhood education, governance, leadership, technology, quality, and the priority of empirical data, resulting in 13 core articles. The findings indicate that digital governance in early childhood education should be positioned as a quality ecosystem that integrates digital documentation, family communication, assessment, datafication, quality assurance, and adaptive leadership. In rural areas, digitalization in early childhood education needs to be designed in a simple, participatory, evidence-based manner that does not increase the administrative burden of education units. This review contributes to clarifying the conceptual foundation for developing digital governance in early childhood education based on adaptive leadership to improve the quality of early childhood services in rural areas.
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