<![CDATA[This study aims to analyze the paradigm shift of educational leadership in Indonesia in facing massive digital disruption and the implementation of the Merdeka Curriculum. The research method used is a qualitative approach with a multiple case study design involving various levels of education (elementary, junior high, senior high/vocational high schools) in urban and rural areas. Data collection was conducted through in-depth interviews with principals, teachers, and representatives of school committees, as well as analysis of policy documents and curriculum implementation. The results of the study indicate significant variations in leadership adaptation to the demands of the digital era and the Merdeka Curriculum. Some principals demonstrate transformational leadership practices by utilizing technology for learning innovation and empowering teachers in implementing the new curriculum. However, others are still struggling with limited digital infrastructure, lack of adequate training, and resistance to change. The contribution of this study lies in providing a comprehensive understanding of the challenges and opportunities for educational leadership in navigating the intersection between digital disruption and the demands of the Merdeka Curriculum, as well as formulating relevant policy recommendations for strengthening school leadership capacity and optimizing the implementation of this crucial education policy in various educational contexts in Indonesia]]>
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