Abstract



The purpose of this study was to formulate a model for leveraging emerging technologies in in School Physical Education to Optimize Student Learning. This study employed a qualitative approach based on Strauss and Corbin’s grounded theory methodology. Data were collected through semi-structured interviews using purposive sampling and snowball sampling techniques until theoretical saturation was achieved. Open, axial, and selective coding were utilized to extract the main categories. The credibility of the findings was assessed using Lincoln and Guba’s criteria. The coding process yielded 166 open codes, categorized into 32 subcategories and five main categories: causal conditions (enhancing student motivation, advancements in educational technology, educational policy-making, access to affordable digital tools); contextual conditions (school structure and curriculum, digital readiness of students and teachers, school financial and infrastructural resources, culture of active learning in society); intervening conditions (budget constraints, resistance to change and technical issues, tool reliability, access disparities); strategies (integrating technology into classrooms, continuous teacher training, collaboration with the technology industry, ongoing evaluation of effectiveness); and outcomes (increased motivation and active learning, improved motor and cognitive skills, achievement of educational equity, promotion of sustainable health habits). These were integrated



into a final model. This research provides a comprehensive framework for utilizing emerging technologies in physical education. The findings can contribute to fostering healthier lifestyles for future generations in a technology-driven world. Additionally, it offers practical guidance for policymakers and educators to align physical education with the needs of Generation Z and technological advancements.