ความเป็นครูมืออาชีพในยุคดิจิทัล

Sukanya Sudararat

Authors

Sukanya Sudararat Muban Chombueng Rajabhat University, Thailand

Abstract

The 21st-century digital revolution has radically altered educational paradigms and the function of teachers. Teachers must transition from just carriers of knowledge to facilitators, learning architects, and sources of inspiration. This article examines the notion of professional educators in the digital age utilizing the frameworks of DigCompEdu (Digital Competence of Educators), ICT-CFT (ICT Competency Framework for Teachers), and TPACK (Technological, Pedagogical, and Content Knowledge), emphasizing that professional teachers must exhibit attributes across 4 dimensions: (1) technological knowledge and skills, digital learning design, and digital assessment; (2) attitudes and beliefs that embrace change; (3) ethics and responsibility as digital citizens; and (4) ongoing self-development. The study identifies 5 principal challenges: inadequate infrastructure, insufficient systematic professional development, resistance in mindset and attitudes toward change, educational inequity, and inconsistent policies. Confronting these challenges necessitates interventions at three tiers: personal advancement via experiential training and continuous education; organizational enhancement through professional learning networks and mentorship frameworks; and systemic improvement through enabling policies and adequate resource distribution. In the future, professional teachers must be equipped to interact with developing technologies like artificial intelligence, virtual reality, and mobile learning while preserving a balance between technological advancement and human values. The findings indicate that fostering professional educators in the digital age requires collaboration among multiple stakeholders, strategic long-term planning, and the establishment of a sustainable learning culture to improve the quality of Thai education in light of the changing digital environment.

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