OICC Press Journal of Education Experiences 3060-6535 9 2 2026 12 31 Design and Validation of a Web-Based Technology-Enriched Learning Environment Model for Skill-Oriented Universities 10.57647/jee.2026.0902.15 EN Farzaneh Erami Department of Educational Studies, Marv.C. Islamic Azad University, Marvdasht, Iran Mojgan Amirianzadeh Department of Educational Studies, Marv.C. Islamic Azad University, Marvdasht, Iran Reza Zarei Department of Educational Studies, Marv.C. Islamic Azad University, Marvdasht, Iran Ahmad Reza Ojinejad Department of Educational Studies, Marv.C. Islamic Azad University, Marvdasht, Iran Journal Article 2026 12 31 This study aimed to design and validate a model for enriching web-based technology learning environments at Fars National Skill University. The research employed an exploratory mixed-methods design, utilizing thematic analysis in the qualitative phase and a descriptive survey method in the quantitative phase. In the qualitative phase, participants included university faculty members and expert educational technology specialists, selected through purposive sampling based on the principle of theoretical saturation, resulting in a sample of 22 individuals. Data collection was conducted using semi-structured interviews, and the data were analyzed using Attride-Stirling's (2001) thematic analysis method. In the quantitative phase, the statistical population comprised faculty members and information technology experts. Data were collected using a researcher-developed questionnaire, the validity and reliability of which were confirmed. The quantitative data were analyzed using structural equation modeling. The findings from the qualitative phase resulted in the formation of 110 basic themes, 30 organizing themes, and 7 overarching themes. Furthermore, the findings indicated that the model for enriching web-based technology learning environments in skill-oriented universities is founded on five main pillars: Educational Strategies, including: intelligent application of technology, educational equity, personalized learning experiences, active learning, and learning system management. Interactivity and Participation, achieved through: effective participation, community building, communication tools, and active collaboration. Standardization, focusing on: educational quality, continuous improvement, formative assessment, and effective feedback. Content Management, utilizing: instructional design, learning analytics, educational modeling, digital tools, and constructive learning. Inclusivity and Flexibility, considering: diversity, accessibility, relevance, technological authenticity, and flexibility in time and content. Statistical analysis results demonstrated that the proposed model has an adequate fit (GOF = 0.637), and its internal components all possess acceptable validity and reliability. This model can serve as a scientific and practical framework for designing, developing, and evaluating web-based technology learning environments in skill-oriented universities, contributing to the enhancement of learning quality, student motivation, and the achievement of the university's professional objectives.