A Systematic Review on Recent Pedagogical Principles for Designing Digital Learning Environments: Proposing the SAFE Model

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.