A Data-Driven Structural Framework Linking Digital Transformation and Islamic Leadership to Academic Performance

Abstract

Digital transformation has become a strategic organizational capability for improving academic performance in higher education; however, existing studies generally examine leadership, organizational values, digital transformation, and quality assurance as separate phenomena, providing limited understanding of how these factors interact to enhance institutional performance. This study develops, tests, and validates an integrated structural framework explaining how Islamic Leadership and Islamic Values influence Academic Performance through Digital Transformation and National Higher Education Standards. A sequential explanatory mixed-methods design was employed using data collected from 196 academic leaders, faculty members, and administrative staff. The quantitative data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), followed by Importance-Performance Map Analysis (IPMA) and SWOT analysis to identify institutional strategic priorities. The measurement model demonstrated satisfactory reliability and validity (Cronbach's α = 0.896-0.921, Composite Reliability = 0.921-0.938, AVE = 0.660-0.717). The structural model explained 70.4% of the variance in Digital Transformation, 58.2% in National Higher Education Standards, and 68.1% in Academic Performance. Digital Transformation emerged as the strongest predictor of both National Higher Education Standards (β = 0.764, p < 0.001) and Academic Performance (β = 0.601, p < 0.001), while Islamic Leadership (β = 0.495, p < 0.001) and Islamic Values (β = 0.398, p < 0.001) significantly enhanced Digital Transformation. Furthermore, National Higher Education Standards significantly mediated the relationship between Digital Transformation and Academic Performance, while IPMA and SWOT identified Digital Transformation as the highest managerial priority and positioned the institution within a growth-oriented strategic quadrant. This study contributes by introducing and validating an integrated organizational capability framework that explains how value-based leadership is translated into superior academic performance through digital transformation and institutional quality assurance, providing a novel data-driven perspective for higher education digital transformation research and practice.