An Examination of the Current State of Digital Educational Resource Management at Middle School A in City T

Abstract

Current research on digital educational resources primarily centers on higher education, rural education, or macro-level policy analysis. Systematic investigations into the management of digital educational resources in urban secondary schools remain limited, particularly with regard to comprehensive theoretical frameworks and practical strategies that integrate technological infrastructure, human capacity, and organizational governance. To advance understanding in this area, this study first develops a 4D analytical framework—encompassing Devices, Data, Digital Literacy, and Departmental Governance—by drawing on the Digital Readiness Framework, the Technology Acceptance Model (TAM), Technological Pedagogical Content Knowledge (TPACK), and Collaborative Governance Theory. Guided by this framework, the study conducts a systematic diagnosis of the core challenges and underlying causes in digital educational resource management at Secondary School A in City T, Shanxi Province. Subsequently, it proposes a comprehensive optimization pathway comprising equipment renewal planning and funding allocation, integrated data governance and regional sharing mechanisms, digital competency development through scenario-based training, and the establishment of organizational collaboration platforms with incentive support systems. Through the development and application of the 4D framework, this research not only contributes a contextually adaptable theoretical tool for managing digital educational resources in secondary schools but also provides actionable guidance for similar institutions seeking to address related challenges.