Conditions and Guidelines for Learning Management for Teachers under the Office of the Basic Education Commission in the Era of Disruptive Technology

Abstract

The objectives of this study were: (1) to examine the current conditions of learning management among teachers under the Office of the Basic Education Commission (OBEC) in the era of disruptive technology, and (2) to identify guidelines for effective learning management for OBEC teachers in this era. The research was conducted in two phases. In the first phase, 56 teachers were selected through purposive sampling, including 45 teachers from the Phayao Primary Educational Service Area Office 1 and 11 from the Phayao Secondary Educational Service Area Office. The data collection instrument was a five-point Likert scale questionnaire, with an item-objective congruence (IOC) value ranging from 0.60 to 1.00 and a reliability coefficient of 0.83. In the second phase, the target group consisted of 20 teachers with expertise in learning management in the era of disruptive technology. Data were collected through semi-structured interviews, also with IOC values ranging from 0.60 to 1.00. The findings revealed that: (1) Among various aspects of learning management, collaborative learning received the highest average score. (2) Regarding the guidelines for learning management, it was found that administrators and teachers should possess skills in learning management that enable students to develop life skills through real-life experiences. Instruction should integrate appropriate technologies, promote creativity, support inclusive learning, and emphasize individual differences. Learning management should also involve family and community participation in planning, incorporate community-based learning, and utilize modern classrooms equipped with technological tools that meet learners’ needs.