Guidelines for Teacher Development in Active Learning Management in the Era of Global Disruption for the Mokkala School Group under the Tak Primary Educational Service Area Office 2

Abstract

This research aims to study the current conditions and problems in active learning management among schools in the Mokkala group, as well as to identify development approaches for teachers in active learning management within the same group. These schools fall under the jurisdiction of the Tak Primary Educational Service Area Office 2. The population and data sources used in this study consisted of 176 teachers from schools in the Mokkala group. The research instruments included questionnaires and interviews. Data were analyzed using percentage, frequency, mean, standard deviation, and content analysis. The research results revealed that the overall condition of active learning management in the era of global disruption among schools in the Mokkala group, under the Tak Primary Educational Service Area Office 2, was at a high level. When considering each aspect individually, the design of learning activities was rated the highest, with an average score in the high range. As for the problems related to active learning management in the context of global disruption, the study found the following: In the design of learning activities, most teachers lacked sufficient knowledge, skills, and experience. In curriculum development, there was a shortage of specialized personnel. In student-centered learning, where students engage in hands-on activities, most instructors lacked effective learning management skills. In the use and development of innovative learning media, most schools lacked modern resources or technological equipment. In authentic assessment and evaluation, most educators had not received adequate training on evaluation criteria. In communication and the exchange of learning experiences, insufficient time was the most commonly cited issue. The proposed guidelines for improving active learning management in the era of global disruption among schools in the Mokkala group are as follows: Designing learning activities: Schools should clearly define student learning objectives, covering Knowledge (K), Process (P), and Attitude (A), with an emphasis on higher-order thinking skills. Curriculum development: Schools should regularly review and update their curriculum to ensure continuous development in response to changes over time. Student-centered learning: Schools should prioritize learning activities that encourage students to think critically and solve problems. Use and development of innovative learning media: Schools should provide training or knowledge-sharing sessions to equip staff with the skills to effectively use a variety of media, innovations, and technologies that suit the content and learning activities. Authentic assessment and evaluation: Schools should adopt policies that encourage students to participate in self-assessment processes. Communication and sharing of learning experiences: Schools should establish a structured framework for thinking, discussion, and experience exchange in a systematic and sequential manner.