Development of a Training Curriculum by Using Design Thinking Process to Strengthen The Ability to Design Board Game for Professional Teacher Experiences of Undergraduate Students Ubon Ratchathani Rajabhat University

Abstract

This study aimed to 1) investigate the problems and needs in the professional teaching practicum of instructors and undergraduate students in the Faculty of Education, 2) develop a training curriculum using design thinking to enhance the ability to design board games for the teaching practicum of undergraduate students, and 3) evaluate the effectiveness of the developed curriculum. The sample consisted of 10 instructors, 40 undergraduate students in primary education from first to fourth year, and 5 curriculum development experts, selected through purposive sampling. Research tools included surveys, curriculum suitability assessments, and consistency evaluations. Data were analyzed using content analysis, mean, percentage, and standard deviation. The results revealed that: 1) Key issues in the teaching practicum included ethics and professional standards, with the primary need being knowledge of professional standards and teaching practice guidelines. 2) The developed curriculum comprised seven components: principles, objectives, content and structure, timeframe, learning experiences, resources, and evaluation. The curriculum employed five steps of design thinking: understanding the problem, defining the problem, brainstorming, prototyping, and testing. 3) The curriculum was rated as highly suitable (x̄ = 4.56, S.D. = 0.49), and its components demonstrated a high level of consistency (0.80–1.00).