This research paper seeks to explore a newly proposed model to assist public educational systems with properly integrating digital technology into their currently practiced teaching and learning processes. Digital learning has been adopted for the past two decades under various forms of internet-based learning, such as online learning, e-learning, blended learning, and hybrid learning. However, those practices and initiatives have encountered many obstacles that crippled educational communities in many parts of the world and prevented them from successfully and sustainably integrating digital learning into their systems. Unfortunately, the crisis of the COVID-19 outbreak has clearly revealed the need for immediate action to find effective methods to ensure the quality implementation of digital learning in K-12 education. Consequently, this paper benefits both individuals and governments with successful and sustainable solutions for K-12 education. This proposed digital education shifting (DES) model was constructed based on several learning theories, mainly the cognitive load theory, constructive learning theory, and connectivism theory. To achieve its objectives, this paper adopts a descriptive method by constructing an open-ended questionnaire to collect experts' opinions and suggestions on DES. The results revealed high agreement among experts on DES effectiveness.