Development of an Innovative Learning Model Based on Technology-Related Concepts and Theories to Promote Lifelong Learning among Non-IT Working-Age Employees
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Abstract
This goal of this research was to develop an innovative learning model that would enhance the digital technology skills of working-age employees not in the field of information technology. The LEAPT model has four key components: (1) learning outcomes, (2) engagement design, (3) application of technology, and (4) performance assessment. The model is grounded in the theories of digital literacy, technology acceptance model, action learning, revised Bloomís taxonomy, and the theory of change. The study sample consisted of 22 office staff members from the Phuket Campus of Prince of Songkla University. The study employed a research and development methodology conducted through four main phases: studying relevant theories, developing the learning model, implementing the model, and evaluating the outcomes. The research instruments included the LEAPT model, pre- and post-training tests, activity evaluation forms, and satisfaction questionnaires. Three experts validated all instruments for content accuracy. The research findings revealed that the LEAPT Model significantly improved post-training scores (M=17.95, t=8.13, p<.05) and achieved the highest level of participant satisfaction. These results highlight the modelís potential to promote innovative learning among non-IT staff and suggest its applicability and scalability in other organizational contexts.
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