Bridging the AI Competency Gap: A Study of Teachers in Thai Private School Using the UNESCO Framework
คำสำคัญ:
AI Competency, Teacher Development, UNESCO AI Framework, ASEAN Digital Transformation, Thailand Educationบทคัดย่อ
This study aimed to investigate the current and desirable states of AI competency among teachers at a private school in Nonthaburi, Thailand, using UNESCO’s AI Competency Framework. The framework encompasses five key dimensions: human-centered mindset, ethics of AI, AI foundations and applications, AI pedagogy, and AI for professional development. The research utilized a descriptive survey method, with data collected from the entire population of educators at the school, comprising 58 participants (50 teachers and 8 school administrators). Data were collected through questionnaires and analyzed using mean scores, standard deviations, and the Modified Priority Needs Index (PNImodified). Findings revealed significant competency gaps across all dimensions, with AI pedagogy identified as the most urgent area for development. A one-way ANOVA showed that older teachers reported significantly lower levels of current AI competency than their younger counterparts. These results underscore the need for targeted teacher development programs that address technical, ethical, and pedagogical aspects of AI, while also promoting intergenerational learning to scaffold skills across age groups. The study provides actionable insights for policy and professional development for schools seeking to build a future-ready teaching workforce in the age of AI.
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