Optimizing the use of technological resources: how to manage the digital divide from management perspective?
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Abstract
Digital transformation in education has demonstrated that technology availability does not ensure meaningful pedagogical integration or reduction of inequalities. This study examines how school leadership influences the optimization of technological resources to address the digital divide. A mixed-method multiple case study was conducted in eight primary and secondary institutions. Data collection included semi-structured interviews with administrators, questionnaires completed by 247 teachers, and institutional document analysis. Results show a significant association between perceived technological sufficiency and school ownership (χ² = 18.47; p < 0.01). Three strategic management levels were identified: infrastructure provision, teacher training, and advanced curricular integration. The regression model explained 38% of the variance in teacher digital competence, with advanced technology uses as the strongest predictor (β = 0.42; p < 0.001). The study concludes that technological optimization requires sustained pedagogical leadership, institutional coherence, and multidimensional strategies focused on digital equity.
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