Introduction

One of the most ambitious components of Portugal’s digital transition in education has been the deployment of Digital Ambassadors (Embaixadores Digitais), strategically positioned as pedagogical leaders tasked with supporting schools in their digital transformation. Within the DIGITAL FIRST initiative, which seeks to build on successful models of digital competence development, the role of Digital Ambassadors emerges as a key bridge between policy and practice. This article presents a reflective and evidence-based analysis of the pedagogical leadership model embedded in the Digital Ambassador role, its challenges, and the conditions necessary to maximise its impact on school innovation.

Context and Rationale

Following the national strategy for the Digital Transition in Education (Governo de Portugal, 2020), the Portuguese Ministry of Education launched several measures to enhance digital competence and inclusion in schools. While large-scale infrastructure provision and teacher training programs (e.g., DCDT) were central to this effort, the recognition that change requires proximity led to the creation of Digital Ambassador roles within School Association Training Centres (CFAE).

Digital Ambassadors are not formal school leaders, yet they operate as influential actors through consultative, formative, and mentoring functions. This position aligns with Michael Fullan’s (2020) concept of “leadership from the middle”, where systemic change is facilitated by distributed and networked leadership structures.

Theoretical Framework

Pedagogical leadership, in its broadest sense, refers to the intentional support of teaching and learning improvement processes (Hargreaves & Shirley, 2009; Leithwood et al., 2008). In digital education contexts, such leadership includes advocating for digital innovation, modelling effective practices, and engaging in dialogue with teachers to promote reflective practice (Puentedura, 2014; OECD, 2021).

Three theoretical concepts underpin the Portuguese model of Digital Ambassadorship:

1. Distributed Leadership – Leadership is no longer confined to formal hierarchical roles (Spillane, 2006). Digital Ambassadors operate in relational spaces between schools and CFAEs, promoting peer learning and distributed responsibility.
2.  Leadership for Learning – Effective education leaders promote both organisational development and professional growth (MacBeath, 2009). The Digital Ambassador embodies this dual mission, enabling school development through individual empowerment.
3. Innovation with Purpose – In line with Fullan’s (2020) emphasis on meaningful change, the work of Digital Ambassadors prioritises sustainable, context-aware transformation over superficial technological adoption.

Leadership in Practice Across CFAEs

Across various regions in Portugal, Digital Ambassadors have supported schools through strategies grounded in contextual adaptation and proximity. These practices include:

– Collaborating with school leadership and digital development teams to align efforts with each institution’s PADDE (Digital Development Action Plan);
– Promoting reflective practice through peer coaching and mentoring formats;
– Supporting the design of digital learning environments and formative assessment practices;
– Contributing to national and European projects aimed at innovation and professional development;
– Establishing communities of practice to share knowledge and sustain digital transformation.

These examples illustrate the potential of Digital Ambassadors to act as facilitators of change. Their effectiveness lies in their ability to create trust, foster collaborative planning, and model innovation aligned with each school’s reality.

Challenges and Limitations

Despite the achievements, the Digital Ambassador model in Portugal faces several constraints:

– Lack of formal authority: Ambassadors cannot enforce decisions or demand participation, which makes their influence highly dependent on voluntary engagement from schools.
– Time limitations: In some cases, Digital Ambassadors are formally allocated only part of their working hours to the role, often around 50%, which can limit the depth and continuity of support offered to schools. Balancing this responsibility with other professional duties requires strong time management and institutional flexibility.
– Resistance and fear: Some schools perceive the Ambassador’s support as a form of oversight or potential criticism, inhibiting open collaboration.
– Digital maturity gaps: The diversity of schools in terms of infrastructure and digital culture means that one-size-fits-all solutions are unfeasible.

These challenges highlight the need to position Digital Ambassadors not as peripheral actors but as central figures in educational change.

Pedagogical Leadership in Action: Strategies for Engagement

Examples from different CFAEs reveal effective leadership strategies used by Digital Ambassadors:

– Non-intrusive presence: Visiting schools not to evaluate, but to listen, support and co-design solutions;
– Micro-training formats: Short, on-demand sessions that respond to specific teacher needs;
– Showcasing teacher success: Amplifying good practices within and across schools to foster peer recognition and professional confidence;
– Strategic alignment: Tying school-level actions to national priorities, such as the implementation of LED equipment, the adoption of digital textbooks as part of curriculum modernisation, and the reinforcement of citizenship education through digital tools.

Future Directions and Policy Recommendations

To amplify the role of Digital Ambassadors as pedagogical leaders, three key areas require reinforcement:

1. Recognition and institutional support
   – Official acknowledgement of the pedagogical and leadership dimension of the role;
   – Dedicated time allocation and access to school leadership teams.
2. Integration with teacher professional development
   – Stronger articulation with continuous training plans;
   – Incentives for schools that engage with Digital Ambassadors.
3. Research and evaluation
   – Systematic documentation and analysis of the impact of Digital Ambassadors;
   – Creation of a national repository of good practices and case studies.

Conclusion

Digital Ambassadors represent a powerful model of innovation with purpose, grounded in pedagogical leadership and proximity. Their work reveals that meaningful digital transformation is not driven by technology alone, but by the relationships and shared values that support professional learning. As Portugal continues its journey towards educational digital maturity, investing in the visibility, legitimacy, and capacity of these middle leaders is not only strategic—it is essential.

References

Fullan, M. (2020). *The new meaning of educational change* (5th ed.). Teachers College Press.
Governo de Portugal. (2020). *Plano de Ação para a Transição Digital*. Estrutura de Missão Portugal Digital. https://portugaldigital.gov.pt/wp-content/uploads/2022/01/Plano_Acao_Transicao_Digital.pdf
Hargreaves, A., & Shirley, D. (2009). *The fourth way: The inspiring future for educational change*. Corwin Press.
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. *School Leadership & Management, 28*(1), 27–42. https://doi.org/10.1080/13632430701800060
MacBeath, J. (2009). *Leadership for learning*. Centre for Commonwealth Education, University of Cambridge.
OECD. (2021). *21st-century readers: Developing literacy skills in a digital world*. OECD Publishing. https://doi.org/10.1787/a83d84cb-en
Puentedura, R. R. (2014). *SAMR: A model for technology integration*. Retrieved from http://hippasus.com/rrpweblog/
Spillane, J. P. (2006). *Distributed leadership*. Jossey-Bass.