<![CDATA[The transformation of education in the digital age requires teachers to develop innovative, adaptive, and technology-based learning. However, its implementation is still hindered by teachers' limited digital competence, a weak culture of collaboration, gaps in technological infrastructure, and academic supervision that remains administratively oriented. This study aims to analyze academic supervision strategies for enhancing teachers' instructional innovation in the digital age. It employs a library research method with a qualitative approach. Data were obtained from journal articles, conference proceedings, theses, dissertations, and relevant books, then analyzed using content analysis through the stages of data reduction, grouping, display, and conclusion drawing. The findings identify three effective supervision strategies for fostering instructional innovation: collaborative supervision based on a Professional Learning Community (PLC), digital technology-based supervision, and a coaching approach. These strategies yield the most substantial impact when integrated into a single cohesive supervision framework. Furthermore, the effectiveness of supervision is determined not by its instruments or frequency, but by a shift in orientation from inspection toward teachers' professional development. Adaptive and sustainable academic supervision is shown to enhance teachers' digital competence, improve the quality of lesson planning, and cultivate a culture of reflection and collaboration within schools]]>
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