A NEEDS ASSESSMENT FOR ENHANCING DIGITAL INTELLIGENCE AND SELF-REGULATION OF LOWER SECONDARY STUDENTS IN A DIGITAL SOCIETY CONTEXT

Abstract

This study aimed 1) To analyze the priority needs for enhancing digital intelligence and self-regulation among lower secondary students in a digital society context; and 2) To synthesize behavioral gaps and propose systemic approaches for fostering digital intelligence in a digital society context. The sample consisted of 401 students from demonstration schools under Srinakharinwirot University, determined using the Taro Yamane formula and selected through Multi-stage Sampling. The research instrument was a five-point Likert scale questionnaire utilizing a dual-response format. Data were analyzed using frequency, percentage, mean, standard deviation, the Modified Priority Needs Index (PNI_modified), and content analysis. The findings revealed that the highest priority need was Digital Balance (PNI_modified = 0.21), followed by Digital Literacy
(PNI_modified = 0.08) and Digital Safety (PNI_modified = 0.05). Notably, behaviors associated with self-regulation-particularly the ability to regulate screen time and adhere to planned usage-exhibited the most substantial gaps, indicating significant limitations in students’ behavioral control. In contrast, digital communication, etiquette, and rights demonstrated relatively low priority needs, suggesting that students possess a foundational level of competence in these areas. A key insight from this study is that students do not lack digital knowledge per se; rather, they experience difficulties in self-regulation and in applying critical judgment in real-world digital contexts. These findings carry important implications for curriculum design, highlighting the need to integrate behavioral self-regulation with critical thinking to effectively foster digital intelligence in contemporary learners.