The purpose of this research was to design and validate a model for digital transformation leadership in higher education—focusing on the modern missions of the university—within the units of the Islamic Azad University in Tehran Province. In terms of its objective, this is an applied study; regarding the nature of the data, it employs a mixed-methods approach using a sequential exploratory design (qualitative-quantitative). In the qualitative phase, data were collected through semi-structured interviews with 15 experts in the fields of digital transformation leadership, educational technology, human resource management, and higher education, alongside a review of relevant documents; the data were then analyzed using thematic analysis. Participants were selected via purposive judgmental and snowball sampling, and interviews continued until theoretical saturation was reached. In the quantitative phase, the statistical population consisted of 4,250 faculty members from the Islamic Azad University units in Tehran Province; data were collected from 387 individuals using a researcher-developed questionnaire. Data analysis was conducted using SPSS 25 and SmartPLS 4 software, employing exploratory and confirmatory factor analysis, structural equation modeling, and mean comparison tests. The validity and reliability of the instrument were assessed using the Content Validity Ratio (CVR), Content Validity Index (CVI), Average Variance Extracted (AVE), Cronbach’s alpha, and composite reliability. The findings from the qualitative phase led to the identification of 10 dimensions and 59 components of digital transformation leadership, as well as 12 influential factors comprising 67 sub-factors. In the quantitative phase, a coefficient of determination of 0.801 and a goodness-of-fit index of 0.766 were reported. Furthermore, a gap was identified between the current state and the desired state regarding the dimensions and factors influencing digital transformation leadership. The most significant gaps were observed in the dimensions of "evaluation, monitoring, and continuous improvement" as well as "culture building and change management.
" Among the influencing factors, the most notable gaps concerned "financial resources and economic sustainability," "technical and hardware infrastructure," and "legal requirements and intellectual property." Ultimately, the research model was developed as a four-layered structure comprising: philosophy and objectives; theoretical foundations; dimensions and factors; and an evaluation system along with mechanisms for enhancement. The validity of the model was confirmed with the participation of 30 experts at a significance level of 0.01. Based on the findings, the realization of digital transformation leadership in higher education requires alignment among strategic leadership, technological capabilities, human resource empowerment, organizational culture, digital governance, and academic missions