Digital Skills Development for Teachers for Organising Active Learning in the 21st Century of Secondary Schools under the Secondary Educational Service Area Office Chachoengsao

Abstract

The purposes of this study were to: 1) examine the current and desired states of digital skills for teachers in organizing active learning in the 21^st century in secondary schools under the Secondary Educational Service Area Office Chachoengsao; 2) compare teachers’ digital competencies for active learning in the 21^st century in these schools, classified by age and school size; 3) evaluate the needs for digital competencies for active learning in the 21^st century in this context. The sample consisted of 303 teachers from secondary schools under the Secondary Educational Service Area Office Chachoengsao in 2023, selected through multi-stage sampling. The research instrument was a questionnaire designed to assess the current and desired states of teachers' digital skills for active learning in the 21st century, utilizing a 5-point rating scale. The data were analyzed using frequency, mean, standard deviation, one-way analysis of variance (One-Way ANOVA), and, where differences were found, pairwise comparisons using the LSD method and the Priority Needs Index (PNI_modified).

The results of the research revealed that 1) the current state of teachers’ digital skills for active learning management in the 21^st century is at a high level while the desired condition is at the highest level. 2) Digital skills for active learning management, both for individual skills and overall, showed significant differences (p < .01) when analyzed by age and school size. 3) regarding the needs for digital skills for teachers to organize active learning in the 21st century, applied work skills showed the highest needs (PNI_Modified =0.31 with the ability to create subject-specific YouTube channels being the highest individual item (PNI_Modified = 0.5909).