THE DEVELOPMENT OF A NEW LEARNING ENVIRONMENT MANAGEMENT MODEL FOR SECONDARY SCHOOLS IN THE DIGITAL ERA

Abstract

The objective of this project is to develop a model and assess the a new learning environment management model for secondary schools in the digital era. This investigation is divided into two phases, as follows: 1) The initial phase entails the creation of a model. Seven individuals, Structured interviews were implemented to accumulate data, The confirmation of the components. A total of 501individuals, including school administrators, heads of academic administration groups, and instructors, responded to the questionnaire. 2) The assessment of a model. Nine individuals, The data were analyzed using content analysis, and they were collected through expert focus group seminars. One school was selected through predetermined criteria to implement a model. Seven individuals, The data were collected through reflective meetings and analyzed using content analysis. For data analysis, the following statistics were employed: frequency, percentage, mean, standard deviation, and confirmatory factor analysis. The research results showed that: A new model for the management of the learning environment is comprised (1) the model's principles (2) the model's goals and objectives. (3) The important characteristics consist of Physical environment, Safety Environment, Environment for the Management of Teaching and Learning, Technology environment to facilitate the management of instruction and learning, Participation environment (4) Model implementation and (5) Outcomes. 2) A model has achieved consensus about its accuracy, appropriateness, feasibility for practical use, and advantages. The deployment of model revealed that: Administrators and educators have been provided with directives for structuring the new learning environment both within and beyond the classroom.The instructors and pupils are secure both within and beyond the classroom.             The instructors follow effective learning procedure educational strategizing, curriculum formulation, learning management architecture, learner-centric management, and assessment and evaluation of learning. The instructors have enhanced competencies in utilizing media and technology in instruction, as well as the capacity to create media and innovations. All stakeholders are afforded the opportunity to articulate their perspectives and have participated in management of the learning environment.