Analyzing the Transformation of Classroom Management Models and Their Implications for Collaborative Learning
Keywords:
Classroom management, Collaborative learning, Classroom interaction, Teacher role, Educational transformationAbstract
This study aims to explain the transformation of classroom management models and analyze their implications for improving collaborative learning in contemporary educational systems. This research employed a qualitative interpretive review design; data were collected exclusively through systematic literature review, and after multi-stage screening, 15 eligible articles were purposively selected; data were analyzed using thematic analysis supported by NVivo 14, with open, axial, and selective coding conducted until theoretical saturation was achieved. Findings indicated that the transformation from control-oriented to interactive and facilitative classroom management reshapes the teacher’s role into that of a learning leader, transforms classroom interaction patterns, redesigns collaborative learning structures, and ultimately enhances students’ academic motivation, self-efficacy, engagement, and social–cognitive skills. Transformative classroom management serves as a foundational mechanism for sustainable collaborative learning, significantly improving educational quality and necessitating fundamental reforms in educational policies and teacher education programs.
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