Guidelines for Developing Learner Attributes for Global Citizenship and Intercultural Understanding through Quality Education

Abstract

The objectives of this study were: 1) to examine the current and desired conditions of academic administration with a focus on learner attributes aligned with global citizenship, aiming to promote desirable characteristics and cultural understanding within the ASEAN community and 2) to propose academic administration guidelines that emphasize these attributes to foster intercultural competence. This quantitative research involved 322 school administrators and teachers from schools under Assumption College, Rayong. 296 questionnaires were distributed, with a 92% response rate. The sampling method was simple random sampling. The research instrument was a questionnaire with an Index of Item-Objective Congruence (IOC) ranging from 0.66 to 1.00 and a reliability coefficient of 0.826. Data collection was conducted online. Quantitative data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. A needs analysis was performed using the modified Priority Needs Index (PNI modified). Qualitative data were analyzed through content analysis and analytical description. Findings indicated that the overall current condition of academic administration was moderate. The development of media and learning resources received the highest ratings, followed by academic personnel development, while instructional management received the lowest ratings. In terms of desired conditions, instructional management ranked highest, followed by supervision and evaluation, while academic planning ranked lowest, though still at a high level. The top priority needs identified were instructional management, supervision and assessment, and curriculum and learning activity development. Based on the findings, three key guidelines for academic administration were proposed: 1) Develop diverse learning activities that encourage participation, idea expression, and collaborative learning. 2) Implement varied assessment methods that address learners’ skills, attitudes, and desirable attributes. 3) Enhance personnel’s knowledge and understanding of global citizenship, the ASEAN community, and cultural diversity.