Coordinated Support in the Digital Educational Environment: a Comparative Analysis of Student, Teacher, Parental and External Stakeholder Perspectives

This article examines the digital educational environment as a role-organised pedagogical ecosystem in which students, teachers, parents and external stakeholders perform different but interrelated functions. The aim is to identify the conditions under which these roles can act in a coordinated way in support of student development without producing overcontrol, external pressure, weakening of teacher professional autonomy or displacement of the educational mission. The article applies a secondary comparative pedagogical reading of empirical data from four role-based corpora: 130 students and ordinary users, 128 teachers and content creators, 135 parents, and 101 external stakeholders. The analysis shows that students seek clarity, visible progress, social recognition and personalised feedback; teachers carry pedagogical quality, professional judgement and methodological autonomy; parents seek meaningful visibility, trust and a right to signal problems; external stakeholders expect accountability, analytical traceability and a connection between invested resources and educational impact. The contribution of the article is the formulation of a four-role model of coordinated support based on clarity, quality, visibility, sustainability and student autonomy.