Conceptual Framework on Digital Leadership, Knowledge Sharing, and Emotional Intelligence in Cambodian Schools

This conceptual paper examines the interplay between Digital Leadership, Knowledge Sharing, and Emotional Intelligence, with Cultural Sensitivity and Capacity Building as contextual enablers, in the context of Cambodian secondary schools undergoing digital transformation. Drawing on recent literature from 2018–2025, the paper proposes a framework where Digital Leadership and Emotional Intelligence independently foster Knowledge Sharing, while Emotional Intelligence also moderates the Digital Leadership–Knowledge Sharing relationship by enhancing trust, motivation, and openness. Cultural Sensitivity and Capacity Building are positioned as cross-cutting factors that strengthen these relationships by addressing cultural norms, infrastructural disparities, and professional development needs. The framework responds to Cambodia’s leadership gap in digital readiness by emphasizing both technology-oriented and human-centric leadership capabilities. The proposed model contributes to theory by integrating socio-emotional and contextual dimensions into digital leadership research and offers practical guidance for school leaders and policy-makers seeking to cultivate collaborative, innovative educational environments. This conceptualisation invites future empirical studies to validate the relationships and mechanisms proposed.