Guidelines Digital Competence Enhancement for Undergraduate Students of Faculty of Education, Chiang Mai University, in Education 4.0 Era

Abstract

The objectives of this research were 1) to study the digital competency of undergraduate students, and 2) to design and evaluate the digital competency enhancement guidelines for undergraduate students from Faculty of Education, Chiang Mai University. The sample of this study consisted of 340 undergraduate students from Faculty of Education, Chiang Mai University. They were obtained based on a stratified random sampling. The sample size was calculated based on a Yamane’s formula with a given confidence level of 95%. Digital competency enhancement guidelines were assessed by eight experts. Research instruments for data collection were comprised of digital competency scale, focus group recording form, and digital competency enhancement guidelines assessment form. Quantitative data were analyzed using statistics including means and standard deviations. Qualitative data were analyzed using content analysis and synthesized to obtain the issues. The accuracy of qualitative data analysis using the review triangulation.

The results were as follows: 1) overall digital competency of the sample was at a high level was at an average of 3.91. 2) Five digital competency enhancement guidelines were consisted. For curriculum, curriculum, new content and knowledge to empower students with digital competence. For teaching and learning, students bring knowledge of new digital technologies used in learning including learning management that develops digital intelligence and media literacy. For learning assessment, learning assessment guidelines should be applied on learning assessment. For learning support, up-to-date and appropriate media and learning resources should be provided for efficient instruction. For development of teachers, support knowledge and integration of technology in teaching and learning. And 3) the results of the evaluate of digital competency enhancement guidelines for undergraduate students were at the highest level. The feasibility was at a high level.