Developing Digital Content Creator Skills on an Online Platform for Social Studies Teachers

Abstract

This research and development study aimed to 1) examine the problems in skill development, 2) develop a model, and 3) evaluate the effectiveness of a skill development model for online platform-based Digital Content Creators among Social Studies teachers. The research site comprised educational institutions in Wang Noi District, under the Educational Service Area of Phra Nakhon Si Ayutthaya Province. The key informants for the qualitative phase, selected through purposive sampling, consisted of 17 participants/monks, including school administrators, Social Studies teachers, and digital media and technology experts. The target group for the quantitative experimental phase included 8 Social Studies teachers/monks. Research instruments consisted of semi-structured interviews, the developed skill development model, achievement tests, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and t-test. The results indicated that: 1) The core problems involved four dimensions: digital skill gaps in media creation, public policies inconsistent with school contexts, lack of internet infrastructure and resources, and a lack of systematic understanding of online instruction. Essential skills for Social Studies teachers were categorized into three groups: digital content creation, integrated digital skills based on the C-Teacher approach, and digital literacy and online safety. 2) The developed model features five key characteristics: product-based learning, utilization of online platforms as the primary environment, integration of digital skills with Social Studies content, promotion of Professional Learning Communities (PLC), and continuous sustainability, underpinned by Constructionism and the C-Teacher framework. 3) The effectiveness evaluation revealed that post-development achievement scores () were statistically higher than pre-development scores () at the .05 significance level, representing a 44.28% improvement. Overall satisfaction with the model was at a high level (), with the learning process and activities domain achieving the highest mean score ().