Author: Hodaya Atias, Shira Atias, Mary Gutman

DOI: 10.62670/2308-7668.2026.55.1.004

Source: Issue: vol. 55 No. 1: 10 April 2026

Publisher: PE "Center of Excellence"

Document type: Research article

Abstract

This article examines digital leadership as a practice of inclusive education in ultra-Orthodox (Haredi) schools, where access to smartphones and the open internet is intentionally restricted. Based on qualitative interviews with school leaders and ICT coordinators in girls’ ultra-Orthodox elementary schools in Israel, the study explores how gamified learning is designed using “kosher” phones and closed digital environments. The findings show how inclusive practices, such as broad participation, immediate feedback, and a sense of belonging, are achieved despite technological limitations. Rather than viewing restriction as a barrier, the study conceptualizes digital leadership under media constraints as an inclusive and ethical form of leadership that promotes equity and participation in culturally bounded educational contexts.

Key words: ultra-Orthodox education systems, digital leadership, inclusive education

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