<![CDATA[The integration of artificial intelligence supported interactive learning media in schools requires more than technological infrastructure; it also depends on leadership that aligns digital innovation with pedagogical objectives. This study aims to examine how school digital leadership supports the pedagogically meaningful integration of AI-supported interactive learning media, identify implementation challenges, and develop an integrated conceptual perspective. A systematic literature review (SLR) was conducted using articles indexed in Scopus and published between 2018 and 2024. Following the reported screening and eligibility procedures, 21 articles were included and analyzed through thematic synthesis. The findings revealed six interconnected dimensions: digital leadership and instructional direction, technological infrastructure and resource management, teacher professional development and pedagogical competence, instructional supervision and evaluation, data-informed decision-making, and organizational and pedagogical adaptation. The synthesis suggests that digital leadership can provide enabling conditions for effective technology integration by coordinating resources, strengthening teachers’ instructional capabilities, and supporting continuous evaluation. However, the educational value of AI-supported media depends on alignment with learning objectives, student needs, and instructional practices rather than technology adoption alone. This study contributes a pedagogically oriented conceptual synthesis linking school leadership, organizational support, instructional implementation, and evaluation. The findings offer practical insights for school leaders and policymakers while highlighting the need for empirical research to examine these relationships and their implications for student learning outcomes.]]>
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