From Digital Information Exchange to Coordinated Behavioral Education for Lower Secondary Students: An Analytical Framework for the Roles of Families, Schools, and Students

This article proposes an analytical framework for coordinated behavioral education among families, schools, and lower secondary students in the context of digital transformation. The study combines a narrative literature review, legal document analysis, and thematic synthesis; it does not collect new empirical data. The resulting framework comprises three levels: information exchange, consultation, and joint action. These levels are distinguished by the extent to which stakeholders participate in interpreting student behavior, selecting support measures, and carrying out responsibilities. The framework also highlights that the frequency of digital communication alone cannot indicate the quality of coordination. Student voice, agreement between families and schools, and the monitoring and adjustment of support measures should also be considered. The proposed framework offers an analytical basis for educational research and practice, but it requires further examination and empirical validation in Vietnamese lower secondary school settings.