Htqe.2025.06

https://doi.org/10.22364/htqe.2025.06 | 84-99 | PDF

Digital Tools for Ensuring Preventive Learning Discipline

Vitnija Kokoreviča¹, Dita Nīmante¹
¹University of Latvia, Latvia

Abstract
Preventive classroom discipline is essential for maintaining a structured and positive learning environment, yet teachers often lack specific guidance on how digital tools can best support different elements of classroom management.

While the general benefits of educational technologies have been widely discussed, less attention has been given to identifying which tools are most effective for particular preventive functions, such as attention regulation, routine building, or positive reinforcement.

This study examines how selected digital tools contribute to various aspects of preventive discipline in Latvian classrooms. The aim was to determine the suitability of specific tools for supporting different classroom management goals, based on teacher feedback and tool functionality.

The research involved 304 teachers from general education schools in Latvia who completed a structured questionnaire. Additionally, twelve digital tools commonly used in schools were evaluated according to criteria derived from preventive discipline theory, including usability, accessibility, and pedagogical alignment.

The results show clear variation in how tools serve specific classroom functions. ClassDojo and Google Classroom were considered especially effective for monitoring behaviour and communicating expectations.

Tools like Classroomscreen and Mentimeter excelled in attention management and routine support, while Kahoot and Quizizz were highly rated for maintaining student motivation and positive engagement.

A comparative analysis revealed that tools integrating visual structure and feedback systems were most consistently associated with successful discipline outcomes.

These findings provide practical guidance for educators seeking targeted digital solutions to support discipline. They also highlight the importance of selecting tools not only for instructional value but for their specific potential to prevent behavioural disruptions.

Keywords: classroom management, digital tools, Latvia, pedagogical usability, preventive discipline, student behaviour, tool analysis

In: Human, Technologies and Quality of Education, 2025. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2025. Rakstu krājums.  Ed. L. Daniela. Riga: University of Latvia, 2025. 698 p.
ISBN 978-9934-36-461-7 
https://doi.org/10.22364/htqe.2025