An Iot-based Classroom Management Framework Integrating Environmental Monitoring and Pedagogical Decision-making in Science Education: An Educational Design Research Approach

Abstract This study aims to develop and conceptualize an Internet of Things (IoT)-based classroom management system that integrates real-time environmental monitoring with teachers’ pedagogical decision-making in science education. Using an Educational Design Research (EDR) approach based on the Plomp model, the study was conducted through three iterative phases: preliminary analysis, development/prototyping, and assessment. Data were collected from 23 teachers across nine schools through environmental sensors (temperature, humidity, light intensity, and noise), questionnaires measuring teacher self-efficacy, Technology Acceptance Model (TAM), and System Usability Scale (SUS), as well as interviews and focus group discussions. The results indicate that the four environmental parameters are pedagogically relevant and can be effectively operationalized as decision-support indicators for classroom management. Real-time data visualization through a dashboard enhanced teachers’ situational awareness and supported adaptive pedagogical responses. Teachers demonstrated high self-efficacy, positive technology acceptance, and good system usability (mean SUS score = 75). The study proposes a conceptual framework positioning environmental data as a pedagogical trigger, with IoT functioning as a decision support system rather than a purely technical tool. These findings highlight the potential of IoT-based systems to support data-informed pedagogy, improve classroom climate, and promote student well-being in science learning.