Developing Guidelines for Enhancing Advanced Digital Competency of Teachers in Quality Sub-district Schools: A Case Study of Surin Primary Educational Service Area Office 1

Abstract

     This research aims to: 1) Study the current conditions, desirable conditions, and needs assessment; 2) Explore guidelines from exemplary schools; and 3) Develop guidelines for enhancing advanced digital competencies for teachers in Quality Sub-district Schools under Surin Primary Educational Service Area Office 1. The target groups consisted of 56 information technology system administrators, five school administrators and teachers who were recipients of innovation and technology awards, and five experts, all selected by purposive sampling. The research instruments were questionnaires, semi-structured interviews, and assessment forms. Data were analyzed using mean, standard deviation, frequency, priority content analysis, and inductive summary. The findings revealed that: 1) The current conditions were at a moderate level overall, while the desirable conditions were at a high level overall, with needs in descending order being digital change leadership, digital network management, prototype digital innovation creation, and digital strategic planning; 2) The guidelines for enhancing advanced digital competencies consisted of four components, namely: (1) Principles of emphasizing participation and continuity; (2) Objectives aiming to develop all four competencies; (3) Implementation methods covering digital strategic planning, digital change leadership, digital network management, and digital prototype innovation; and (4) Success conditions emphasizing administrative support and appropriate digital ecosystem development; and 3) The assessment of appropriateness and feasibility of the guidelines were at the highest level overall and met all established criteria.