Guidelines for Developing Teachers' Digital Competence in Online Lesson Creation at Fang Vocational College, Chiang Mai Province
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Abstract
This study aimed to: 1) examine the current and desired conditions, as well as the needs for developing teachers’ digital competence in creating online lessons; 2) identify best practices for enhancing such competencies; and 3) develop and validate a guideline for improving digital competence among teachers at Fang Vocational College, Chiang Mai Province The study was conducted in three phases: 1) a survey of 70 administrators and teachers at Fang Vocational College to assess the current situation, desired outcomes, and training needs; 2) an investigation of best practices through interviews with 12 experts; and 3) the development and validation of a guideline in collaboration with five specialists. Research instruments comprised a needs assessment questionnaire, a focus group discussion guide, a guideline quality assessment form, and a satisfaction questionnaire. Quantitative data were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation) and the Modified Priority Needs Index (PNI Modified), while qualitative data were analyzed using content analysis.
The findings revealed that: 1) the overall current level of teachers’ digital competence in creating online lessons was moderate (mean = 3.78), while the desired level was high (mean = 4.45), with a PNI Modified score of 0.67, indicating a considerable need for development; 2) best practices suggest that administrators should support lifelong learning through accessible, learner-centered online content, leverage artificial intelligence (AI) to enhance instructional effectiveness, define clear learning objectives, and implement continuous assessment; and 3) the developed a guideline, based on best practices, the PDCA cycle, and the ADDIE model, was validated by experts as highly appropriate and accurate. Stakeholder satisfaction with the guideline was rated at the highest level.
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