Adapting CODAC Learning Across Subject Areas: Instructional Module Use and Classroom Implementation in Elementary Education

Digital transformation in schooling requires students to manage not only learning content but also information, documents, procedures, and digital administrative tasks. However, these school-based competencies remain less examined as a coherent domain that can inform technology-supported learning design. This study aimed to profile administrative literacy among secondary school students and identify priority dimensions for subsequent instructional design. A descriptive cross-sectional survey was conducted with 103 students selected through purposive sampling from a population of 140 students. Data were collected using a 15-item, four-point Likert questionnaire covering administrative accuracy, administrative responsibility, administrative discipline, document management, and digital administration. Descriptive statistics were used to examine the overall profile and compare the five dimensions. The results showed a moderate overall profile, with a mean score of 33.00 (SD = 4.85), equivalent to 55.0% of the theoretical maximum. Administrative responsibility was the strongest dimension (61%), followed by administrative accuracy (59%), administrative discipline (54%), document management (52%), and digital administration (49%). The findings reveal a competence gap between fulfilling administrative obligations and performing operational information-management tasks digitally. The five-dimensional profile provides a diagnostic foundation for designing authentic technology-supported learning activities targeting document management and digital administration.