A Model for Developing Competency in Primary Classroom Management In the Digital Era
Article Sidebar
Main Article Content
Abstract
The research objectives were to: 1) define the competencies for managing primary school classrooms in the digital era in various educational contexts in Thailand, and 2) develop a model for enhancing the classroom management competencies of education students in primary school classrooms in the digital era. The research sample consisted of 400 teachers and 33 education students. The research findings were as follows: 1) The classroom management competencies of students from the Faculty of Education, Chulalongkorn University, in primary school classrooms in the digital era are divided into eight components: (1) digital era lesson planning, (2) digital era time management, (3) digital era behavioral management, (4) digital era learning environment creation, (5) digital era group work promotion, (6) digital era creative thinking promotion, (7) digital era monitoring and evaluation, and (8) digital era parental collaboration, and 2) The model for developing classroom management competencies for primary education students in the digital era at the Faculty of Education is divided into eight components. The competency development process consists of six stages: (1) mindset,(2) knowledge, (3) observation, (4) creativity, (5) experience, and (6) professional teaching expertise. Each component and stage requires lifelong learning to ensure sustainable development.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
References
Alam, T. M., Stoica, G., & Özgöbek, Ö. (2025). Asking the Classroom with Technology: A Systematic Literature Review. Smart Learning Environments, 12(7), 1-49.
Ahmmed, S., Saha, A., & Tamal, M. (2022). Effectiveness of need-based teacher’s training program to enhance online teaching quality. Education Research International, 4118267, 1-13.
Altarawneh, A. F., Alkhazaleh, M., Alkhazaleh, Z., & Tarawneh, R. (2023). School based practicum and pre service teachers' self efficacy: Impact and challenges. International Journal of Education and Practice, 11(2), 308-319.
Beisenbayeva, A. M., Nagymzhanova, K. M., Abilova, B. A., Feizuldayeva, S. A., & Zhiyentayeva, B. (2023). Building research skills using digital educational technologies. Educational Administration: Theory and Practice, 29(1), 295–303.
Buonocore, F., Annosi, M. C., de Gennaro, D., & Riemma, F. (2024). Digital transformation and social change: Leadership strategies for responsible innovation. Journal of Engineering and Technology Management, 74(1001843), 1-14.
Calderon Monge, E. (2023). The role of digitalization in business and management: A systematic literature review. Review of Managerial Science, 18, 449-491.
Carvalho, A. R., & Santos, C. (2021). The transformative role of peer learning projects in 21st century schools. Education Sciences, 11(5), 196(1)-196(17).
Chen, H., & Huang, Y. (2024). The impact of digital learning platforms on student motivation in high school. Journal of Education Humanities and Social Sciences, 39, 391-395.
Chiu, T.K. (2022). School learning support for teacher technology integration from a self-determination theory perspective. Education Tech Research Dev, 70, 931–949.
Chiu, T.K., Falloon, G., Song, Y., Wong, V.W., Zhao, L., Ismailov, M. (2024). A self-determination theory approach to teacher digital competence development. Comput. Educ, 214, 105017(1)- 105017(14).
De la Torre, A. G. J. (2021). Teacher collaboration and students’ digital competence – evidence from the SELFIE tool. European Journal of Teacher Education, 46(3), 476-497.
European Court of Auditors. (2023). Audit report on the use of EU funding for digitalisation of schools. Special Report.
Retrived from https://op.europa.eu/webpub/eca/special-reports/digitalisation-schools-11-2023/en/
Falloon, G. (2020). From digital literacy to digital competence: The structure of Teacher Digital Competence (TDC). Educational Technology Research and Development, 1-24.
Göltl, K., Ambros, R., Dolezal, D., & Mostching-Pitrik, E. (2024). Pre Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self Organized Learning. Education Sciences, 14(9), 951.
González, C., Ponce, D. & Fernández, V. (2023). Teachers’ experiences of teaching online during COVID-19: implications for postpandemic professional development. Education Tech Research Dev, 71. 55–78.
Grant, G. D. (2022). Becoming an Expert on Purpose: How Deliberate Practice Informs Teacher Effectiveness. IntechOpen, 101734.
Grech, A. (2024). Faculty’s perception of peer observation of teaching: the case of a higher education institution in Malta. Assessment & Evaluation in Higher Education, 1–13.
Haarala-Muhonen, A., Myyry, L., Pyörälä, E., Kallunki, V., Anttila, H., Katajavuori, N., Kinnunen, P.& Tuononen, T. (2023). The impact of pedagogical and ICT training in teachers’ approaches to online teaching and use of digital tools. Frontier in Education, 8(1223665), 1–10.
Han, W., & Abdrahim, N. A. (2023). The role of teachers’ creativity in higher education: A systematic literature review and guidance for future research. Thinking Skills and Creativity, 48(101302), 1-17.
Ho, W., Lau, W. W. F., & Li, K. C. (2025). Facilitating reflection, confidence, and positive mirror effect in teacher practicum: A serial multiple mediation model. Humanities and Social Sciences Communications, 12(134), 1-12.
Johnson, M., & Lee, S. (2021). Collaborative Learning in Digital Environments: Strategies for Promoting Group Work and Critical Thinking. International Journal of Digital Education, 9(2), 120-135.
Kiryakova, G., & Kozhuharova, D. (2024). The Digital Competences Necessary for the Successful Pedagogical Practice of Teachers in the Digital Age. Education Sciences, 14(5), 507.
Kumar, R., Patel, S., & Zhang, Y. (2019). Digital Assessment Tools for Real-time Feedback in Classroom Management. Educational Assessment Review, 7(1), 25-38.
Luo, J. (2024). Validating the impact of gamified technology enhanced learning environments on motivation and academic performance: enhancing TELEs with digital badges. Frontiers in Education, 9:1429452.
Michael, A. (2023). Digital technology and the rapid transformation of traditional lifestyles. Journal of Digital Innovation, 10(2), 123–135.
Ministry of Education. (2021). Digital action plan for education B.E. 2563–2565 (2020–2022). [in Thai]
Retrieved from https://bict.moe.go.th/wp-content/uploads/2022/03/digital-63-65.pdf
Mitchell, D., & Sackney, L. (2022). Time constraints and flexible scheduling in teacher professional development: Overcoming barriers to continuous learning. Professional Development in Education Journal, 48(3), 250–267.
Mittiga, S.R., Freeman, N.C., & Leif, E.S. (2024). Behavior Change Potential of Classroom Behavior Management Mobile Applications: A Systematic Review. Educ. Treat. Child, 47, 83–104.
Mustafa, F., & Nguyen, H. T. M. (2024). The challenges and solutions of technology integration in rural schools: A systematic literature review. International Journal of Educational Research, 126(102380), 1-12.
Mutegi, R., et al. (2023). Internet Connectivity to Schools: Experiences and Lessons Learnt from the DigiSchool Project in Kenya. Kenya: Ministry of Education, Republic of Kenya.
Myyry, L., Hämäläinen, R., & Häkkinen, P. (2021). The impact of digital pedagogy training on in service teachers’ attitudes towards digital technologies. Education and Information Technologies, 26(5), 5041-5054.
OECD. (2024). Education Policy Outlook 2024. Paris: OECD Publishing.
Pakorn, J., Koolnaphadol, T., & Burasirirak, S. (2022). Model of Digital Leadership for Administrators in Schools Under The Authority of The Office of The Basic Education Commission. Rajapark Journal, 16(48), 396-410.
Pappano, L. (2023). Digital Learning: Lifelong Education for a Changing Workforce.Retrieved from https://www.nytimes.com/
Sangiuliano Intra, F., Nasti, C., Massaro, R., Perretta, A. J., Di Girolamo, A., Brighi, A., & Biroli, P. (2023). Flexible Learning Environments for a Sustainable Lifelong Learning Process for Teachers in the School Context. Sustainability, 15(14), 11237.
SCG. (2024). 4 Skills you must have Facebook post. [in Thai] Retrieved from
https://www.facebook.com/photo.php?fbid=1041419628012509&id=100064334455509&set=a.641533304667812
Smith, J., Brown, L., & Davis, K. (2020). Effective Digital Classroom Management: Planning and Time Management in Online Teaching. Journal of Educational Technology, 15(3), 45-60.
Suksai, T., Suanpang, P., & Thangchitcharoenkhul, R. (2021). A Digital Leadership Development Model for School Administrators in Basic Education to Fulfill the Thailand 4.0 Policy. Asian Interdisciplinary and Sustainability Review, 10(2), 11–20. [in Thai]
Tan, C., & Wong, H. (2022). Enhancing Parent-Teacher Collaboration through Digital Communication Platforms. Journal of School Community Engagement, 11(4), 200-215.
Towers, G. (2025, May 8). 10 Essential Skills For Every Future Proof Organization according to the World Economic Forum. Retrieved from https://www.lepaya.com/blog/top-10-skills-of-the-future
Tumthong, B. & Wannij, P. (2022). Development of classroom management competencies for teachers in the digital era (Master’s thesis). Faculty of Education, Chiang Mai Rajabhat University. [in Thai]
UNESCO. (2023). Financing the digital transformation of education. UNESCO Digital Transformation Financing Toolkit. Retrieved from https://www.unesco.org/en/dtc-financing-toolkit
UNESCO. (2025). Teachers as lifelong learners and facilitators of lifelong learning. Retrieved from https://www.uil.unesco.org/en/articles/webinar-teachers-lifelong-learners-and-facilitators-lifelong-learning-1
Unissa, R., & Alhasan, N. A. A. (2024). Investigating Educators’ Perspectives on Classroom Observation and the Impact of Feedback on Professional Development. Innovare Journal of Education, 12(6), 16-24.
Wang, L., & Huang, Y. (2023). The Effects of Digital Teaching Resources on Teachers' Motivation in the Blended Education Environment. Education Journal, 12(4), 167-174.
Zhang, Z., & Wasie, S. (2023). Educational Technology in the Post Pandemic Era: Current Progress, Potential, And Challenges. In Mario Barajas Frutos (eds.). Proceedings of ACM International Conference on Education Technology and Computers (pp.40-46). New York: the Association for Computing Machinery.
Zhang, T., Li, Y., Du, Q., Ren, Y., Mu, W., Duan, Y., Yang, X., Ran, H., & Li, J. (2024). The impact of UTeach observation protocol-based multiple-source feedback on improving the quality of online teaching in medical education. BMC Medical Education, 24(1296), 1-11.
