Hallinger P.Banoğlu K.Gümüş S.Mahidol University2025-02-132025-02-132025-01-01Leadership and Policy in Schools Vol.24 No.1 (2025) , 178-19915700763https://repository.li.mahidol.ac.th/handle/20.500.14594/105279This scoping review examined 41 peer-reviewed articles on digital simulations and serious games used in educating school leaders. Content analysis documented the wide range of theories and topics incorporated into existing educational leadership simulations, e.g. instructional leadership, change management, problem-solving, coaching, and ethical decision-making. Although authors often concluded that simulations enhanced learners’ knowledge (e.g. legal literacy), skills (e.g. instructional leadership), and attitudes (e.g. self-efficacy), weak research designs and methods limited the strength of evidence. This underscores the need for experimental and quasi-experimental, mixed-methods research capable of evaluating and illuminating the nature of the impact that simulations have on learner engagement and outcomes.Business, Management and AccountingSocial SciencesArticleSCOPUS10.1080/15700763.2024.24473152-s2.0-8521700731817445043