Schools timetable automation as a model for educational management transformation in the dominican republic's extended school day program
DOI:
https://doi.org/10.71112/cxe0ee85Keywords:
Educational management, Extended School Day Program, Automation, Digital transformation, educational innovationAbstract
Managing school time is one of the main administrative and pedagogical challenges in schools implementing the extended school day program, due to the need to harmonize teaching load, curriculum distribution, and compliance with regulations. In this context, this study aimed to analyze how automating school schedules can serve as a model for transforming educational management with transferable potential. A descriptive case study was conducted in a public school in the Dominican Republic during the period 2022–2026. The research integrated the analysis of institutional schedules, regulatory documents, administrative records, and interviews with the management team. The results showed a reduction in schedule preparation time from approximately 120 hours to less than eight hours, equivalent to a 93.3% reduction, the recovery of more than 112 hours of annual administrative work, the elimination of assignment conflicts, the equitable distribution of teaching load, and compliance with current regulations. It is concluded that automation transcends the use of a technological tool and is emerging as an educational management model with transfer potential, capable of strengthening institutional efficiency, school planning, and the quality of educational processes. Furthermore, the results demonstrate an innovation with the potential to be transferred to other educational centers within the Dominican public system, aligned with the digital transformation processes promoted by the Ministry of Education. The findings show a significant contribution to national digital transformation policies and the strengthening of educational management, in accordance with the guidelines of the Dominican Republic's Digital Agenda 2030.
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