From Theory to Practice BRONE as a Model for Digital Classroom Management in Southeast Asian Teacher Education

Classroom management is a central concern in teacher education across Southeast Asia, where large class sizes, linguistic diversity, and varying resource availability create complex teaching environments. While theoretical frameworks ranging from behaviorist to constructivist and inclusive models are widely taught in pre-service programs, bridging these theories to practice remains a persistent challenge. This article presents the BRONE (Brawijaya Online Learning) initiative from Indonesia as a model of digital innovation that addresses this theory practice divide. Through a library research approach, the study analyzes instructional materials including syllabi, modules, and learning videos developed for a Classroom Management course under the BRONE 2025 program. Anchored in Seels and Richey’s educational technology framework and the TPACK model, the findings reveal that BRONE systematically integrates design, development, utilization, and evaluation to operationalize theoretical knowledge in authentic, practice-oriented learning tasks. Key features include classroom observation projects, reflective practice prompts, culturally embedded concepts such as love-based classroom management, and video-based simulations. These elements not only contextualize global theories within Indonesian classrooms but also provide transferable insights for other Southeast Asian contexts facing similar challenges. The article argues that BRONE exemplifies how digital platforms can create authentic learning environments that foster professional readiness, inclusivity, and reflective competence in pre-service teachers. By situating Indonesian innovation within the Asia-Pacific discourse, this study contributes to regional and global debates on how teacher education can reimagine the integration of theory and practice in the digital era.