Abstract

Digital transformation has emerged as a central agenda in educational reform, reshaping leadership practices, organizational structures, and professional norms in schools. It refers to the integration of digital technologies into educational processes, leadership practices, and organisational systems to improve effectiveness and responsiveness. In Malaysia, national education policies and post-pandemic reforms have accelerated digitalization and evoked the critical need for ethical educational management to sustain a positive digital culture. While much discussion has been done to improve digital leadership and technology adoption, less attention has been given to the ethical dimensions that regulate how digital initiatives are experienced by educators. This conceptual paper synthesizes empirical and conceptual studies published between 2016 and 2025, drawing on Malaysian and comparable international literature. From 146 records, 34 sources were selected for final synthesis. The paper identifies three dominant themes: ethical challenges in digital transformation, ethical leadership practices, and strategies for fostering a positive digital culture in Malaysian national schools. Findings suggest that fairness, transparency, inclusivity, and professional trust are fundamental to aligning digital innovation with educational values.  The review is important to reassess digital leadership, ethical management, and digital culture, and outlines policy implications for the Ministry of Education Malaysia.  The paper contributes to theory, practice, and policy by reframing digital transformation as an ethical leadership journey rather than a purely technological process.