<![CDATA[This study aimed to examine the direct effects of Islamic Educational Leadership and Staff Digital Literacy on Educational Administrative Service Quality, as well as to test the mediating role of Staff Digital Literacy in accelerating the digital ecosystem. Utilizing a quantitative cross-sectional design, this study involved the population comprised 152 educational administrative staff from 22 Madrasah Aliyah in Jambi City, Indonesia. Data were analyzed using Structural Equation Modeling (SEM). The results indicated that Islamic Educational Leadership had a positive and significant effect on Staff Digital Literacy ($\beta = 0.603, p < .001$), and Staff Digital Literacy significantly improved Educational Administrative Service Quality ($\beta = 0.644, p < .001$). Conversely, the direct effect of leadership on service quality was not significant ($\beta = 0.095, p = .245$), whereas the indirect effect through staff digital literacy proved to be significant ($\beta = 0.388, p < .001$). These findings highlight that Staff Digital Literacy serves as a key mechanism and strategic instrument for value-based leadership in driving digital transformation and enhancing service quality within the madrasah environment. The implications of this research underscore that digital transformation strategies in madrasas cannot focus solely on the provision of technology; instead, they must integrate the strengthening of value-based leadership with the continuous capacity building of educational personnel in the digital realm.]]>
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