Model of Digital Educational Technology Administration in Schools for Sustainable Development within the SDGs Framework

Abstract

This study aimed to 1) analyze the components of digital educational technology administration in schools that support sustainable development according to the SDGs framework, with emphasis on SDG 4 and SDG 10, 2) develop and examine the consistency of a digital educational technology administration model for schools with empirical data, and 3) validate the appropriateness, feasibility, and usefulness of the model. A mixed-methods Research and Development (R&D) design was employed. The quantitative sample comprised 480 school administrators, deputy administrators or technology personnel, heads of learning areas, and teachers from 120 basic education schools under the Office of the Basic Education Commission, selected through multistage sampling. At the school level, the sample was randomly divided into an EFA group of 240 respondents from 60 schools and an independent CFA/SEM group of 240 respondents from 60 schools. The qualitative informants were 18 experts selected through purposive sampling. The instruments consisted of a 51-item questionnaire, a semi-structured interview guide, a focus-group record form, and a model evaluation form. Data were analyzed using descriptive statistics, exploratory factor analysis, confirmatory factor analysis, structural equation modeling, and content analysis.

The findings revealed that 1) digital educational technology administration in schools consisted of six components: digital educational vision and policy, digital leadership and change governance, digital infrastructure and educational technology systems, digital competency development for personnel, data management and evidence-based decision making, and organizational culture and educational innovation. The KMO value was 0.934, and the cumulative variance explained was 72.58 percent. Overall, the level of digital educational technology administration was high. 2) The developed model showed a good fit with the empirical data, with χ²/df = 1.684, CFI = 0.972, TLI = 0.965, GFI = 0.941, AGFI = 0.918, RMSEA = 0.038, and SRMR = 0.032. 3) The experts confirmed that the model had the highest level of appropriateness, feasibility, and usefulness, with an overall mean of 4.69. The model can therefore serve as a practical and policy guideline for promoting educational quality, equity, and sustainability through digital educational technology administration. The strongest structural effect was found for digital competency development for personnel (β = 0.47), whereas digital infrastructure and educational technology systems showed the lowest effect (β = 0.31); both effects were statistically significant .01 level.