Maisyaroh, Agus Timan, Mustiningsih, Maulana Amirul Adha, Indra Lesmana, Rudy Ansar, Novia Putri Arianti
Digital learning transformation in rural schools faces various challenges, including limited infrastructure and low digital literacy among teachers. This study aims to explore the contribution of collegial supervision in supporting this transformation. Using a descriptive qualitative approach, data were collected through in-depth interviews, observations, and documentation at a high-performing private secondary school in a rural area. The findings reveal that collegial supervision is grounded in values of trust, equality, shared reflection, and communal cooperation. This approach provides a collaborative space for teachers to exchange best practices, enhance their technological competencies, and develop effective digital teaching strategies. Despite challenges related to time, resources, and varying levels of understanding, collegial supervision has proven effective in fostering an innovative school culture that supports digital-era teaching and learning. This study contributes to the literature on educational supervision by offering context-specific insights and practical strategies for teacher development in resource-constrained schools. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.
Universitas Negeri Malang, Malang, Indonesia; Universitas Negeri Jakarta, Jakarta, Indonesia; Universiti Malaysia Sabah, Kinabalu, Malaysia
