Purpose: This study examines the relationship between digital maturity and digital transformation in schools using quantitative survey analysis.
Design/methodology/approach: The validated Digital Transformation Scale (DTS) distinguishing digitization, digitalization and digital transformation, and the framework of digital maturity as a multidimensional construct encompassing strategy, leadership, competence and organizational culture was used. Descriptive statistics and correlation analyses were conducted.
Findings: Results show that digitization is widespread but weakly correlated with digital maturity, while digital transformation demonstrates strong positive correlations with strategic clarity, cultural support and organizational learning. These findings suggest that meaningful transformation requires systemic development across all dimensions of digital maturity. Implications for school leadership include the need for long-term strategic planning and coordinated organizational efforts.
Originality/value: This study offers a structured approach to evaluating and supporting digital development in organizational settings. However, limitations include sample size and regional scope, indicating the need for longitudinal and comparative studies.