Empowering Tomorrow: Teacher Leadership in Integrating Digital Literacy for Sustainable Development in Middle School Education

This study explores how the sustainable development goals (SDGs), teacher leadership, and digital literacy integration interact dynamically in middle school education in Bangalore, India. Using a mixed-methods approach, the study collects quantitative data from middle school teachers using a standardized Google Form survey, supplemented with in-depth interviews conducted with hundred and fifty educators. The purpose of the study is to investigate how teachers see curricular conformity with the Sustainable Development Goals (SDGs), how they understand teacher leadership, and how integrating digital literacy affects student outcomes. According to the original expectations, the quantitative analysis leads to unforeseen tendencies, with the majority of participants demonstrating strong awareness of teacher leadership and regular incorporation of digital resources. The study also reveals that improved student results, digital literacy, and teacher leadership are seen to be positively correlated. These relationships’ consistency is confirmed by statistical techniques such as regression and Pearson’s correlation. The qualitative findings derived from in-depth interviews provide experiences related to digital literacy and teacher leadership that are consistent with sustainable development. Thematic analysis explores the primary subjects covered in interviews. To understand the relationships between concepts like digital skills, teacher leadership, and student success by connecting these themes to the survey data. The combination of quantitative and qualitative data highlights the complex relationship between digital literacy and teacher leadership and middle school student outcomes that the curriculum is in line with the Sustainable Development Goals (SDGs) creating opportunities for interdisciplinary cooperation and helps to imagine a comprehensive educational system.