<![CDATA[urpose – This study aims to examine the digital leadership of madrasah principals in enhancing institutional reputation through educational digitalization. It addresses how principals formulate digital vision, guide technology adoption, strengthen teacher capacity, and use digital systems to improve service quality, transparency, and public trust. Design/methods/approach – This study employed a qualitative case study design. Data were collected through in-depth interviews, observation, and documentation involving the madrasah principal, vice principals, teachers, administrative staff, students, and parents. The data were analyzed using thematic analysis through data organization, reduction, coding, theme development, and interpretation. Source and technique triangulation were applied to strengthen credibility. Findings – The findings show that digital leadership was reflected in four main practices: formulating digital vision and policy, strengthening teachers’ digital competence and learning innovation, developing digital information systems and public communication, and managing digitalization challenges. Educational digitalization supported institutional reputation by improving learning services, administrative efficiency, information transparency, stakeholder communication, digital branding, and public trust. However, implementation was constrained by limited infrastructure, uneven teacher digital competence, budget limitations, and resistance to change. Research implications/limitations – This study implies that madrasah principals need strategic, adaptive, and value-based digital leadership to enhance institutional reputation. However, the study is limited to a qualitative case study and does not quantitatively measure the direct impact of digitalization on reputation indicators. Originality/value – This study links digital leadership, educational digitalization, teacher digital competence, public trust, and institutional reputation in the madrasah context.]]>
