Designing an Optimal Model of Non-Interventionist Classroom Management Based on Self-Regulation Using a Fuzzy Approach

Given the increasing importance of classroom management and its influence on learning quality, this study aimed to propose an optimal model of non-interventionist classroom management based on self-regulation using a fuzzy approach. A mixed-method design (qualitative–quantitative) was adopted. In the first phase, the qualitative meta-synthesis method of Sandelowski and Barroso was applied to develop a comprehensive model. In the second phase, a survey was conducted, where expert opinions and content validity indices (CVR-CVI) were used to validate the model. Data were collected through 371 questionnaires distributed among teachers in Urmia, selected via cluster sampling, and analyzed using confirmatory factor analysis. In the third phase, a fuzzy expert system was employed to determine the optimal combination of model dimensions. Findings showed that emphasizing supportive environments, positive interactions, self-regulated learning, metacognitive skills, goal orientation, and responsibility enhances sustainable learning environments. These results provide practical guidance for educational policymaking and classroom management improvement programs.