This study explored the challenges and coping strategies in curriculum digitalization among educational leaders. Specifically, it aimed to describe the lived experiences of educational leaders in implementing curriculum digitalization, identify the challenges encountered in managing digital curriculum reforms, and examine the strategies employed to address these challenges. A qualitative research design was utilized, employing semi-structured interviews with selected educational leaders. Data were analyzed using thematic analysis, which resulted in the identification of key themes and subthemes reflecting participants’ experiences. Findings revealed that curriculum digitalization is implemented as a context-driven and evolving process shaped by available resources and school conditions. Educational leaders integrate technology in both instructional and administrative practices, often relying on offline and multimedia-based tools due to limited internet access. However, significant challenges were identified, including inadequate infrastructure, limited access to devices, the digital divide among students, and varying levels of teacher readiness. Financial constraints and policy demand further affected implementation. Despite these challenges, educational leaders demonstrated adaptability through various coping strategies such as capacity building, collaborative leadership, resource maximization, and the implementation of equity-focused interventions. These strategies enabled schools to sustain teaching and learning processes in resource-limited environments. The study concludes that effective leadership plays a crucial role in navigating curriculum digitalization.