The Development Model Teachers’ Competency in Active Learning by using through Artificial Intelligence and Professional Learning Communities to Enhance Student Quality at Khoksiwittayasan School
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Abstract
This research aimed to: (1) investigate the background information, current conditions, desired conditions, and priority needs for developing teachers’ active learning management competencies through the integration of artificial intelligence (AI) and professional learning communities (PLCs) to enhance student quality at Khok Si Wittayasan School; and (2) develop, implement, and evaluate a model for enhancing teachers’ active learning management competencies through the integration of artificial intelligence and professional learning communities to improve student quality at Khok Si Wittayasan School. This study employed a research and development (R&D) approach and was conducted from the second semester of the 2024 academic year to the first semester of the 2025 academic year. The target group consisted of school administrators, teachers, and 491 students in Grades 7–12 at Khok Si Wittayasan School. The research instruments included questionnaires, interview forms, the developed model and its implementation manual, a model evaluation form, a knowledge and understanding test, an active learning management competency assessment form, satisfaction questionnaires, and student quality development records. Data were collected through surveys, expert interviews, and a one-group pretest–posttest implementation of the model. The data were analyzed using percentage, mean, standard deviation, the Modified Priority Needs Index (PNImodified), the Wilcoxon Signed-Ranks Test, and content analysis.
The findings revealed that:
1) the overall current condition of teachers’ active learning management was at a moderate level (μ = 2.54,
2) the developed model, designated the AIPHR2S Model, comprised six components: principles, objectives, a six-step development process, support systems, conditions for success, and measurement and evaluation. Following the implementation of the model, teachers’ knowledge and understanding were significantly higher than their pre-development scores at the .01 level. Their overall active learning management competency was at the highest level, with an average score of 84.33%. All teachers
successfully developed best practices, accounting for 100%. The model was evaluated as having the highest levels of appropriateness and usefulness. Both teachers and students reported the highest level of satisfaction with the model. Furthermore, student quality improved in terms of academic achievement, desirable characteristics, and key competencies.
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