THE GUIDELINES FOR DEVELOPING DIGITAL TECHNOLOGY AND ARTIFICIAL INTELLIGENCE COMPETENCIES OF TEACHER UNDER BUENGKAN SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

The objectives of this research were: 1) to study the current conditions, desirable conditions and necessary requirements for developing teachers' digital technology and Artificial Intelligence (AI) competencies and 2) to develop guidelines for enhancing these competencies. The research was conducted in two phases: Phase 1, studying the current and desirable conditions, and priority needs. The sample group consisted of 56 school administrators and 278 teachers, totaling 334 participants which were selected by stratified and simple random sampling. The research instrument used for data collection was a five-point Likert scale questionnaire, The quality of the research instrument was validated by experts using the Index of Item-Objective Congruence (IOC), and its reliability was ensured by calculating Cronbach’s Alpha Coefficient, assessing the current and desirable conditions of teachers’ digital technology and AI competency development. Statistical analyses included mean, standard deviation (S.D.), and the Modified Priority Needs Index (PNImodified). Phase 2 focusing on establishing development guidelines, involving two steps: (1) studying, the best practices from three prototype schools within the Secondary Educational Service Area Office Bueng Kan, involving 9 key informants via semi-structured interviews and (2) conducting a focus group discussion with 5 purposively selected experts to evaluate the appropriateness and feasibility of the proposed guidelines. Data were analyzed using frequency, mean, percentage, standard deviation, and content analysis.           

The results revealed that: 1) The overall and individual aspects of the current conditions of teachers’ digital technology and AI competency development were at a moderate level. 2) The desirable conditions, both overall and in individual aspects, were at the highest level.3) The priority needs, ranked from highest to lowest, were: Instructional Innovation and Teacher Potential Development through Digital Technology and AI, Communication and Digital and AI Networking, Ethics, Morality, Professional Codes of Conduct, and Digital and AI Legal Responsibility, Creative Management and Application of Digital Technology and AI respectively.

The guidelines for developing the digital technology and AI competencies of teachers under the Secondary Educational Service Area Office Bueng Kan comprised of four dimensions and 16 practical guidelines. The evaluation results indicated that the propriety of the guidelines was at the highest level ( = 4.65), and the propriety and feasibility were also at the highest level ( = 4.51).