Dilemmas and Improvement Pathways of Digital Application in Secondary School Student Activity Management from the Perspective of Organizational Learning

As educational digitalization advances, digital tools are now routine in secondary school student activity management. Their use, however, is still concentrated in notification delivery, material collection, and process recording, and has not yet been turned into a body of school experience that can support continuous activity improvement. Compared with school digital governance, classroom teaching applications, and teacher professional development, student activity management—a context that is highly collaborative, changes rapidly, and relies heavily on experience—has received little attention. Drawing on organizational learning, this paper takes two combined junior-senior secondary schools as cases: Songshan Lake School of Dongguan High School, a Guangdong Provincial First-Class School, and Diyin Public School of Zhongshan City, a Guangdong Provincial Standardized School. In addition to public text analysis and semi-structured interviews, the author uses field observations and work records from his own tenure at the two schools. The materials analysed include school websites, official WeChat accounts, activity plans, notifications, activity reviews and related news reports; interviewees include moral education administrators, mental health activity coordinators, art activity coordinators, visual design teachers, and student leaders. The study finds that digital application in this area is dominated by a transactional orientation: tools mainly transmit information, collect tasks, and archive materials, while their part in organising process experience, reviewing activity problems, and retaining school experience remains limited. The core problem is that digital application has not yet entered the organizational learning process of the schools; the task is to move digital tools beyond transaction processing and into improvement support.