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This 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 (<i>x</i> =4.64, <i>x</i> =4.61, and <i>x</i> =4.49, respectively). The findings of this study have implications 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.

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Digital learning ecosystem plays important roles for transforming teaching classroom into learning community. This article used a mixed method to (1) explore the teaching and learning activities and components of a digital learning ecosystem through eighteen in-depth interviews and six observation classroom teachings of three subjects (English, Mathematics, and Science), and (2) measure the factors influencing the success of the ecosystem from a survey of 350 teachers at high schools in Thailand under the KKU Smart Learning Project. The quantitative data is analyzed by using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis; meanwhile, researchers used manually coding method for qualitative data to categorize data into themes and sub-themes. The findings revealed an ecosystem includes four core components: learning community, learning atmosphere, active learning, and teaching and learning support. However, it is important for junior high schools to clarify and improve seven factors affecting the development of this ecosystem to boost classroom transformation into learning community. This study is useful for policy makers, educators, and teachers to issue educational policies and objectives, invest infrastructure, design curriculum, and organize teaching activities to enhance the effectiveness of learning outcomes.