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A quantitative questionnaire measures teachers’ evaluations of influencing factors, using purposive sampling across secondary schools in 20 provinces in Northeast Thailand implementing a smart learning project. Descriptive statistics, exploratory factor analysis, and confirmatory factor analysis are applied. 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T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., & Traiyarach, S. (2023) . Key success factors for transforming classrooms into learning communities in digital learning ecosystem at secondary schools in Thailand. Contemporary Educational Technology, 15(2), ep408 .  \n[https://doi.org/10.30935/cedtech/12920](https://doi.org/10.30935/cedtech/12920)  \nARTICLE INFO ABSTRACT  \nReceived: 25 Sep 2022  \nAccepted: 20 Nov 2022  \nThis study aimed to investigate the success factors for transforming classrooms into learning communities in digital learning ecosystem (DLE) of Thailand’s secondary schools. Quantitative research was conducted by using a questionnaire as the research instrument to measure teachers’ evaluation of factors. Purposive sampling was applied to obtain a sample group of secondary schools. The questionnaires were sent to teachers at secondary schools in 20 provinces in Northeast Thailand that were employing the smart learning project for their teaching and learning. Data analysis was performed using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis. The results revealed that learning support technologies, teachers, and learners were the three most important factors influencing the development of DLE (􀝔̅=4.64, 􀝔̅=4.61, and 􀝔̅=4.49, respectively) . The findings of this study have  \nimplications for educators, administrators, and teachers to review and discover appropriate ways to invest the necessary conditions that can enhance the quality of DLEs and improve teaching and learning activities in the digital environment at secondary schools.  \nKeywords: success factors, learning community, digital learning ecosystem, secondary schools, Thailand  \nINTRODUCTION  \nInformation and communication technology (ICT) have become increasingly popular, quickly creating digital transformation and affecting the educational structure and learning environment, leading to the timely adaptability of educational institutions. They can capitalize on and integrate digital technologies into the design and innovation of learning content, learning spaces, technologies, and pedagogical methods (Adedoyin & Soykan, 2020; Balyer & Oz, 2018) . In addition, learners have more opportunities to be exposed to the online learning sphere, accessing learning materials through the Internet, sharing learning resources, and increasing collaboration (Rospigliosi, 2020) . Therefore, it is desirable to design and create appropriate learning environments for teachers and learners. Consequently, digital transformation can support the design of smart learning solutions. Smart learning is considered a new learning paradigm and plays an important role in creating learning environments effectively, providing learners with a convenient communication environment, and both diverse and personalized learning content (Sung, 2015) .  \nA digital learning ecosystem (DLE) is defined as an “adaptive s","cbCaicHJoqlPV2VC","https://ap.wps.com/l/cbCaicHJoqlPV2VC","pdf",313783,13,"English","# Article info\n## Received and accepted dates\n# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What is the study’s main objective?\",\"answer\":\"To investigate success factors for transforming secondary-school classrooms into learning communities within Thailand’s digital learning ecosystem (DLE).\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A quantitative approach used a questionnaire to measure teachers’ evaluations of the factors, with purposive sampling from secondary schools in 20 provinces in Northeast Thailand. Data were analyzed using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis.\"},{\"question\":\"Which factors were identified as most important for developing the DLE?\",\"answer\":\"Learning support technologies, teachers, and learners are reported as the three most important factors influencing DLE development.\"}]","Key success factors for transforming classrooms into learning communities in digital learning ecosystem at secondary schools in Thailand | PDF",1792090343,33]