Guidelines for Integrated Learning Management with Workplaces for Vocational Colleges under the Office of the Vocational Education Commission, Sisaket Province

Abstract

Integrated learning management plays a critical role in shaping instructional approaches, particularly within workplace-based learning contexts. This  research aimed to 1) examine the conditions and problems of workplace-integrated learning management in institutions under the Office of the Vocational Education Commission, Sisaket Province, 2) develop guidelines for workplace-integrated learning management in these institutions, and 3) evaluate the proposed guidelines. The study involved two target groups: five key informants for examining conditions, problems, and guidelines, and fifteen evaluators comprising five school directors, five supervising teachers, and five workplace mentors. The findings were as follows. First, interviews with key informants revealed conditions and problems in five areas: curriculum development, instructional management, collaboration with workplace partners, measurement and evaluation, and teacher and personnel development. Second, corresponding guidelines were proposed across the same five areas—curriculum development, instructional management, collaboration with workplace partners, measurement and evaluation, and teacher and personnel development—aimed at enhancing the efficiency and standardization of workplace-integrated learning management. Third, the evaluation results indicated that the proposed guidelines demonstrated the highest level of feasibility (X = 4.60) and the highest level of utility (X = 4.73). These findings suggest that the proposed guidelines offer a practical and highly feasible framework for strengthening workplace-integrated learning management, with particular relevance for vocational education institutions seeking to deepen collaboration with industry partners.