Developing Teachers’ Capacity in Using Artificial Intelligence for Learning Design for Disadvantaged Students : A Case Study of Wat Pa Daet School, Chiang Mai

Abstract

This research investigates the communication for the development process that enhances teachers' capacity to utilize artificial intelligence (AI) in designing learning for underprivileged students at Wat Pa Daet School, Chiang Mai. The objectives are: 1) to explore the participatory training process that emphasizes communication for development; 2) to analyze teachers’ capacity in applying AI with Project-Based Learning to foster 21^st century skills and media literacy; and 3) to propose a systemic approach to strengthening teachers' roles as transformational leaders. This study employed a qualitative case study combined with developmental research. The target group consisted of 15 teachers. Data were collected through observation, AI-generated learning materials, and individual reflection forms. The findings reveal that the training process grounded in communication for development enabled teachers to use AI as a meaningful tool to design learning that fits the diverse needs of their students. Teachers were able to apply AI to enhance critical thinking, communication, collaboration, and media literacy. Moreover, there was a notable shift in teachers’ roles toward becoming learning designers and transformational leaders in their classrooms. This study proposes the CARED-AI Framework, a communication model for advancing digital educational equity in under-resourced urban schools.