A Systematic Review on Recent Pedagogical Principles for Designing Digital Learning Environments: Proposing the SAFE Model
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| Title: | A Systematic Review on Recent Pedagogical Principles for Designing Digital Learning Environments: Proposing the SAFE Model |
|---|---|
| Language: | English |
| Authors: | Amir Ali Mazandarani (ORCID |
| Source: | Journal of Computer Assisted Learning. 2026 42(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, Online Courses, Models, Instructional Design, Higher Education |
| DOI: | 10.1002/jcal.70202 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: While numerous models propose principles for designing digital learning environments (DLEs), most remain fragmented, unifaceted, or insufficiently grounded in pedagogical theory and empirical evidence. This fragmentation has left a clear gap--a lack of an integrated, empirically based framework that unites diverse pedagogical insights into a coherent model for effective DLE design. Objectives: To synthesize the findings from previous studies and offer evidence-based pedagogical recommendations for any future course of action, this study presents a systematic review of pedagogical frameworks, models, and sets of principles for designing DLEs, culminating in the proposal of a comprehensive model. Methods: The review spanned from 2010 to 2024, employing the PRISMA method to distil key insights from 42 selected articles; the quantitative phase classified the records in terms of participants, methodology, validation, scope, and comprehensiveness. The qualitative phase employed thematic analysis to explore the included studies in the first phase and discover the needed components to propose a comprehensive model. Results and Conclusions: The quantitative results highlight a focus on higher education, methodological diversity, varied levels of coverage and comprehensiveness, and a significant proportion not employing robust validation methods. The qualitative synthesis resulted in the SAFE Model--comprising Situated Engagement, Aligned Curriculum, Facilitated Learning, and Empowered Learners--which integrates theoretical and empirical insights into a unified pedagogical model. The model advances theory by reconciling key theoretical tensions and supports practice by guiding educators, instructional designers, and policymakers in creating coherent, evidence-based digital learning strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500519 |
| Database: | ERIC |
| Abstract: | Background: While numerous models propose principles for designing digital learning environments (DLEs), most remain fragmented, unifaceted, or insufficiently grounded in pedagogical theory and empirical evidence. This fragmentation has left a clear gap--a lack of an integrated, empirically based framework that unites diverse pedagogical insights into a coherent model for effective DLE design. Objectives: To synthesize the findings from previous studies and offer evidence-based pedagogical recommendations for any future course of action, this study presents a systematic review of pedagogical frameworks, models, and sets of principles for designing DLEs, culminating in the proposal of a comprehensive model. Methods: The review spanned from 2010 to 2024, employing the PRISMA method to distil key insights from 42 selected articles; the quantitative phase classified the records in terms of participants, methodology, validation, scope, and comprehensiveness. The qualitative phase employed thematic analysis to explore the included studies in the first phase and discover the needed components to propose a comprehensive model. Results and Conclusions: The quantitative results highlight a focus on higher education, methodological diversity, varied levels of coverage and comprehensiveness, and a significant proportion not employing robust validation methods. The qualitative synthesis resulted in the SAFE Model--comprising Situated Engagement, Aligned Curriculum, Facilitated Learning, and Empowered Learners--which integrates theoretical and empirical insights into a unified pedagogical model. The model advances theory by reconciling key theoretical tensions and supports practice by guiding educators, instructional designers, and policymakers in creating coherent, evidence-based digital learning strategies. |
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| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1002/jcal.70202 |
