Background and Aim: Generation Alpha, as the first generation raised in a fully digital and technology saturated environment, requires learning settings aligned with their unique characteristics. Therefore, this study was conducted with the aim of developing a qualitative model of a dynamic learning environment for Generation Alpha.

Methods: This research was conducted using a qualitative approach. In the qualitative section, an interpretive phenomenological approach was employed, and data were collected through semi structured interviews with 30 teachers, educational managers, and experts in education and training in Tehran. Participants were selected through purposeful sampling, and the data were analyzed using thematic analysis.

Findings: The results led to the development of a multidimensional model of a dynamic learning environment for Generation Alpha, consisting of five main dimensions—educational, human, socio cultural, political supportive, and technical infrastructural—along with 26 components and 132 indicators.

Conclusion: Based on the findings, designing learning environments suitable for Generation Alpha requires an integrated and dynamic approach in which modern educational technologies interact with human, social, and policy factors. The proposed model can serve as a guiding framework for educational policymakers, curriculum planners, and teachers in redesigning future learning environments.