A STUDY OF DIGITAL SKILLS ISSUES FOR STUDENTS OF THE EDUCATION PROGRAM IN THAI DANCE

Abstract

To study the problems of digital literacy among dance teacher students at Bunditpatanasilpa Institute. Sample groups included: 1) 285 dance teacher graduates selected through multi-stage random sampling; 2) 4 supervising instructors from the dance education program, selected through purposive sampling; 3) 4 digital technology instructors from the dance program, selected through purposive sampling; 4) 4 mentor teachers of dance teacher students, selected through convenience sampling; 5) 13 fourth-year dance teacher students, selected through convenience sampling; 6) 13 dance teacher graduates, selected using set criteria. Research instruments regarding the competency and desirable characteristics of graduates included a self-assessment form for dance teacher graduates. As for the problems of digital literacy among dance teacher students, the research instruments included interview forms for supervising instructors in the dance education program, interview forms for digital technology instructors in the dance education program, interview forms for mentor teachers of dance teacher students, and interview forms for dance teacher students. The research findings revealed that the dance teacher graduates' self-assessment showed the lowest average score in the ability to effectively use digital technology or digital technology in education, with an average of 3.81, which is at a high level. Dance teacher students still lack the digital skills necessary for their profession in terms of application for learning, teaching management, creative work, and research. The causes of the problems include: a curriculum that lacks systematic integration of digital skills, insufficient teacher capacity, learning activities that do not fully promote the development of digital skills, and extracurricular activities that are not comprehensive and cannot effectively meet the needs of students in developing digital skills.