Development of systematic and learning innovations to enhance the quality of educational management in Chachoengsao Province through a digital knowledge repository

Abstract

This research aimed to develop systemic and learning innovations to improve the quality of education in Chachoengsao Province through a digital knowledge repository system. It also aimed to study the effects of using learning innovations with the digital knowledge repository system and to propose a mechanism for driving area-based education management. The research design was based on research and development (R&D) principles. The study was conducted in four phases: 1) analysis and synthesis of data on area-based educational development within the context of local administrative organizations; 2) development of systemic innovations, learning innovations, and the creation of a digital knowledge platform to enhance learning; 3) investigation of the results from the implementation of the systemic and learning innovations; and 4) evaluation and proposal of mechanisms for driving area-based educational management. The participants included school administrators, teachers, and community representatives from 13 schools under local administrative organizations. The results revealed seven key mechanisms for successfully driving area-based educational management: 1) promoting inclusive participation through educational communities; 2) raising awareness of the importance, direction, and goals of area-based educational management among stakeholders; 3) empowering schools with greater administrative flexibility; 4) building professional learning communities (PLCs) as an organizational culture to foster teamwork among teachers; 5) receiving continuous support from affiliated agencies and external organizations; 6) forming strong partnerships to support knowledge exchange and the dissemination of developmental outcomes; and 7) utilizing a digital knowledge management system as a learning resource to support teachers' competencies in delivering instruction that integrates Technological Pedagogical Content Knowledge (TPCK), aligned with performance evaluation criteria for maintaining and advancing professional teaching ranks.