Prototype Development for Learning Management Guidelines in 21st Century of Theological Education in Thailand

Abstract

This research aimed to: 1) Study the current conditions and the needs of instructors regarding 21st-century learning management in Christian theological institutions in Thailand; 2) Develop a prototype model for 21st-century learning management for these institutions, using user experience research and design-based research; and 3) Evaluate the prototype model of 21st-century learning management in terms of teaching methods and attitudes toward 21st-century learning, based on two evaluation criteria: appropriateness and feasibility.
The research was conducted in three phases according to these objectives. A purposive sampling method was used, involving 27 instructors from Christian theological institutions and 4 experts. Data were analyzed using content analysis, along with mean and standard deviation statistics.
The research finding indicated that
1) The key needs of instructors in Christian theological institutions included: (1.1) The role of theological institutions in training Christian leaders that align with their ultimate purpose; (1.2) Curriculum and instructional development that meets the needs of the church and local missions; (1.3) Learning and assessment systems that measure real outcomes and impact; (1.4) Learning based on real-life experiences that develop Christian life beyond theory or principle-based learning; (1.5) A shift from lecture-based and final exam-oriented instruction to participatory learning and assessment that reflects spiritual development.
2) The prototype model for 21st-century learning management consisted of five components based on Frankena’ s educational philosophy framework: ultimate goals, context, desired outcomes, educational principles, and practices.
3) The evaluation results showed that the appropriateness of the prototype model was at the highest level (mean = 4.64, SD = 0.34), and its feasibility was at a high level (mean = 4.18, SD = 0.44).