Guidelines for Enhancing Student-Centered Learning Management in the Digital Era of the Phop Phra-Wale-RuamThai School group under Tak Primary Educational Service Area Office 2

Abstract

This research aimed to investigate the current conditions and problems and to develop guidelines for promoting learner-centered learning management in the digital era within the Phop Phra–Wale–Ruam Thai School Group under Tak Primary Educational Service Area Office 2. A mixed methods research design was employed in two phases. The participants comprised 347 school administrators and teachers from schools in the Phop Phra–Wale–Ruam Thai School Group and 9 experts. Data were collected using questionnaires and structured interviews. The data were analyzed using frequency, percentage, mean, standard deviation, and content analysis. The findings indicated that the overall level of promoting learner-centered learning management in the digital era was high (μ = 4.43, σ = 0.52). The highest-rated aspect was the promotion of active learning design, whereas the lowest-rated aspect was teachers’ development in technology integration and instructional design based on the TPACK and Constructivism frameworks. The major problems included unstable internet connectivity, large class sizes that limited effective learning activities, and excessive administrative workloads that reduced teachers’ opportunities for professional development. The proposed guidelines emphasized the use of artificial intelligence (AI) as a teaching assistant to support instructional management and analyze individual students’ strengths and weaknesses. In addition, school administrators should establish mentoring systems and professional learning communities (PLCs) to facilitate knowledge sharing and the exchange of effective active learning practices.