A Learning Management Model Using Artificial Intelligence to Create Social Innovators One School, One Innovation for Secondary School Students in Phra Nakhon Si Ayutthaya Province

Abstract

The purposes of this research were (1) investigate the fundamental information, competency levels, and instructional conditions that support secondary school students’ ability to become social innovators in Phra Nakhon Si Ayutthaya Province; (2) develop an Artificial Intelligence (AI)-based learning management model to foster social innovation under the “One School, One Innovation” initiative; and (3) examine the outcomes of implementing the developed model. This research adopted the model development framework of Joyce, Weil, and Calhoun, comprising four phases: (1) exploration and analysis of baseline data, with target groups consisting of 30 upper secondary school teachers and 226 Grade 11 students from various academic programs, selected through systematic and stratified sampling; (2) model design and development; (3) implementation and refinement of the model, with a target group of 30 Grade 11 students in the science–mathematics program at Angthong Girls’ School, selected through purposive sampling; and (4) evaluation and dissemination, involving 108 Grade 11 students in the science–mathematics program at Ayutthaya Wittayalai School, selected through cluster sampling and divided into an experimental group (52 students) and a control group (56 students). Research instruments included learning management plans, behavior observation forms, interviews, questionnaires, and learning outcome records. Data were analyzed using descriptive statistics, t-tests, and two-way ANOVA.

The findings revealed that students initially demonstrated a low level of competency as social innovators, and the learning environment was not conducive to developing such competencies. Therefore, there was a need to develop an appropriate and contemporary learning model. The developed model consisted of six core components and a five-stage learning process (analysis, practice, design, testing, and innovation dissemination). The results indicated that students in the experimental group demonstrated significantly higher social innovator competency than those in the control group at the .05 level of statistical significance.