<![CDATA[This study identifies educational management dimensions that support elementary learning quality in the digital era and develops an Adaptive Learning Management Framework. A structured integrative literature review was conducted. Searches were carried out in July 2026 through Google Scholar, SINTA, scholarly publisher platforms, and official OECD, UNESCO, and Indonesian government documents. Manual searching of reference lists and authors’ academic profiles was used as a supplementary strategy, with identical inclusion criteria applied to mitigate authorship bias. Thirty-one documents met the criteria of relevance, credibility, methodological transparency, and conceptual contribution, comprising 17 international articles, seven national articles, and seven reports or policy documents. Thematic synthesis generated six dimensions: needs-based diagnosis and planning; instructional leadership and organizational coordination; teacher professional learning and supervision; pedagogical and digital technology governance; data-informed monitoring; and partnership, equity, and ethical safeguards. Technology does not automatically improve quality; its contribution depends on goal alignment, teacher capacity, leadership support, feedback quality, sustainable infrastructure, and equitable access. The proposed framework explains a chain of influence from managerial capacity to teacher practice, students’ learning experiences, and learning quality through recurring cycles of diagnosis, action, monitoring, and improvement.]]>
Copyrights © 2026
