Management of Physics Teaching Activities in Upper Secondary Schools in The Central Highlands in The Context of Digital Transformation

This mixed-methods study investigates the status of Physics teaching and its management in Central Highlands upper secondary schools under the 2018 General Education Curriculum (GEC 2018) and digital transformation. Drawing on 834 valid questionnaires, interviews, and document review, the findings reveal that management performance is constrained by limited use of digital tools and is weakest in data-informed monitoring, feedback, and adaptive adjustment—indicating a major gap in evidence-based digital governance. Accordingly, the study proposes three interventions aligned with the “capacity–process–data” logic; an experiment with Intervention 2 yields clear positive effects, confirming it as the operational core for establishing a data feedback loop, strengthening accountability, and sustaining improvements in the quality of Physics teaching tailored to regional conditions.