<![CDATA[Transformasi digital telah memperluas pemanfaatan teknologi dalam penjaminan mutu pendidikan. Namun, kajian mengenai digitalisasi sistem mutu, kepemimpinan digital, dan profesionalisme pendidik masih sering dibahas secara terpisah. Penelitian ini bertujuan menganalisis keterkaitan ketiga komponen tersebut melalui pendekatan kajian kepustakaan. Literatur diperoleh dari Google Scholar, Garuda, Crossref, dan Dimensions dengan rentang publikasi 2020–2025, kemudian dipilih berdasarkan relevansi, ketersediaan naskah lengkap, dan kesesuaian dengan fokus kajian. Data dianalisis menggunakan analisis isi dan analisis tematik. Hasil sintesis menghasilkan empat tema utama, yaitu digitalisasi sistem penjaminan mutu, supervisi akademik berbasis digital, kepemimpinan digital, serta peran guru dan dosen dalam inovasi pendidikan. Teknologi memperkuat pengelolaan informasi, monitoring, evaluasi berbasis data, dan dokumentasi mutu. Supervisi digital mendukung pembinaan pendidik melalui observasi, umpan balik, refleksi, dan tindak lanjut yang sistematis. Kepemimpinan digital menghubungkan sistem teknologi dengan pengambilan keputusan, sedangkan pendidik menjadi pelaksana utama inovasi pembelajaran. Penelitian ini menegaskan bahwa mutu pendidikan berkembang melalui interaksi sistem digital, kepemimpinan, dan profesionalisme pendidik, dengan teknologi sebagai pendukung tata kelola mutu. Digital transformation has expanded the use of technology in educational quality assurance. However, previous studies have generally examined the digitalization of quality assurance systems, digital leadership, and educator professionalism as separate issues. This study aims to analyze the interrelationships among these three components through a library research approach. The literature was collected from Google Scholar, Garuda, Crossref, and Dimensions, covering publications from 2020 to 2025, and selected based on relevance, full-text availability, and alignment with the study objectives. Data were analyzed using content analysis and thematic analysis. The synthesis identified four major themes: the digitalization of educational quality assurance systems, digital academic supervision, digital leadership, and the roles of teachers and lecturers in educational innovation. The findings indicate that technology strengthens information management, data-driven monitoring and evaluation, and quality assurance documentation. Digital academic supervision enhances educators' professional development through systematic observation, feedback, reflection, and follow-up. Digital leadership bridges technological systems and organizational decision-making, while teachers and lecturers serve as the primary agents of educational innovation. This study concludes that educational quality assurance evolves through the interaction of digital systems, digital leadership, and educator professionalism, with technology serving as an enabler of effective quality governance.]]>
