GUIDELINES FOR DEVELOPING TEACHERS’ DIGITAL COMPETENCY UNDER LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This research employed a mixed-methods approach and had two objectives: 1) to investigate the current and desirable conditions and priority needs of teachers’ digital competency under Loei Primary Educational Service Area Office; and 2) to develop and evaluate guidelines for developing teachers’ digital competency. The sample consisted of 335 teachers under Loei Primary Educational Service Area Office, selected through stratified random sampling according to school size. The research instruments included a questionnaire, a semi-structured interview form, and an evaluation form. Data were analyzed using mean, standard deviation, content analysis, and the Modified Priority Needs Index (PNI_modified). The findings indicated that the overall current condition of teachers’ digital competency was at a high level ( = 3.78), while the desirable condition was at the highest level ( = 4.78). The priority needs analysis indicated that digital literacy had the highest priority (PNI_modified = 0.330), followed by digital use (0.270), adaptability to digital change (0.235), and digital problem-solving (0.224), respectively. The developed guidelines comprised four components, totaling 40 guidelines, based on the 70:20:10 learning model. The evaluation results by experts indicated that the guidelines were at the highest level in terms of appropriateness, feasibility, and usefulness.