The Digital Disruption Learning Environment influence toward Learning Outcome of Teachers Professional Students

Abstract

This study employed a sequential explanatory mixed-methods design, with the quantitative phase preceding the qualitative phase. Its objectives were to: (1) investigate the state of digital disruption learning environment, learning channels, and learning outcomes among pre-service teachers; (2) examine the influence of the digital disruption learning environment on students’ learning outcomes; and (3) explore the mediating role of learning channels between the digital disruption learning environment and learning outcomes. The quantitative sample consisted of 400 pre-service undergraduate teachers in Bangkok and its vicinity, selected through multistage sampling. A validated and reliable questionnaire was employed. Data were analyzed using descriptive statistics, exploratory factor analysis, and PLS-SEM. The qualitative phase involved in-depth interviews with nine key informants and employed content analysis. The findings from the qualitative research align with those obtained through quantitative methods, revealing that:

The learning environment, digital disruption learning channels, and learning outcomes of pre-service teachers, were all found to be at a high level. The structural model indicated that elements of the learning environment—namely, knowledge and skills development, learning processes through digital platforms, and learning processes supported by university resource allocation—had statistically significant direct effects on both blended and fully digital disruption learning channels. These channels, in turn, significantly influenced learning outcomes and also served as mediating variables between the learning environment and those outcomes. Moreover, the combined influence of the digital disruption learning environment and learning channels accounted for approximately 52.8% of the variance in learning outcomes of pre-service teachers, with the remaining 47.2% attributed to other contributing factors. Consequently, higher education institutions should invest in developing effective digital platforms and environments to promote digital disruption learning channels for pre-service teachers, which will sustainably enhance their professional skills and learning outcomes in alignment with the digital era.