FROM DIGITAL INDICATORS TO PEDAGOGICAL DECISIONS: A TEACHER-CENTRED QUALITY GOVERNANCE MODEL FOR PRESCHOOL EDUCATION
Keywords:
digitalisation; education quality management; teacher professionalism; preschool education; digital governance; quality assurance.Abstract
Rapid changes in educational institutions call for a theoretically defensible interpretation of digital quality governance. The presence of digital or artistic tools does not itself demonstrate improvement, and fragmented implementation can obscure developmental and professional purposes. Objective. This article examines methodological foundations and develops a context-sensitive model for digital quality governance within the preschool and teacher-development environment of Uzbekistan. Methods. A qualitative conceptual study was conducted through purposive synthesis of ten identifiable sources published during 2021–2025, comparative conceptual analysis, principle extraction, mechanism mapping and pedagogical modelling. The work neither represents a systematic database review nor reports original participant data. Results. The proposed DQGM articulates five interconnected domains, a five-stage improvement process, suggested observation and decision protocols, illustrative implementation cases and criteria for subsequent validation. The model distinguishes illustrative indicators from empirically demonstrated effects. Conclusion. Digital quality governance succeeds only when technical infrastructure is connected to educators’ interpretive agency, defensible evidence and iterative improvement decisions. Expert appraisal, feasibility pilots, longitudinal observation and independent assessment of equity and ethical risks are necessary before effectiveness can be claimed.
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