Guidelines for Promoting Education Management for Employability In The Digital for Students with Hearing Impairments in Schools Under The Special Education Bureau according to Principle of Iddhipāda 4

Abstract

This research Article aimed to study propose guidelines and evaluate guidelines for promoting employment education in the digital age for hearing-impaired students in schools under the Office of Special Education Administration according to Principle of Iddhipāda 4. This mixed-method research methodology comprised both quantitative and qualitative research, divided into three phases. Phase 1 Data was collected from 126 sample groups, including school administrators, deputy school administrators, heads of academic departments, and vocational teachers. The questionnaire was used as the instrument with a reliability value of 0.84. The statistics used for data analysis included percentage, mean, and standard deviation. Phase 2 identified guidelines for promoting employment education in the digital age for hearing-impaired students in schools under the Office of Special Education Administration. according to Principle of Iddhipāda 4, data were collected from nine key informants using semi-structured interviews. Data were analyzed using content analysis. Phase 3 assessed approaches to promoting employment education in the digital age for students with hearing impairments in schools under the Office of Special Education Administration, according to Principle of Iddhipāda 4. Data were collected from 20 participants using questionnaires and analyzed using statistics including means and standard deviations.The results revealed:1. Overall, the promotion of employment education in the digital age for students with hearing impairments in schools under the Office of Special Education Administration was at a high level. When considered individually, all five areas were at a high level. The following are ranked in order of average values: Teamwork, Participatory Strategic Management, Roles, Results, and Methods for Promoting Vocational Skills and Employment.2. Approaches to promoting employment education in the digital age for students with hearing impairments in schools under the Office of Special Education Administration, according to Principle of Iddhipāda 4, found that the role of stakeholders was at a high level. School administrators should promote career training based on aptitude and interests, coordinate with employers, promote digital technology skills development, and regularly monitor progress. This includes analyzing labor market needs and developing ongoing curricula. Participatory strategic management should continually survey student needs and potential, provide up-to-date and appropriate technology, monitor, and evaluate technology use, and use the evaluation results to develop strategies using empirical data. Regarding methods for promoting vocational skills and employment, administrators should survey technology needs to reduce barriers, seek funding, promote digital technology learning through measurable activities, and promote outcome analysis. Regarding teamwork, stakeholders should establish shared goals, recognize and recognize supporters, engage in collaborative feedback, and evaluate outcomes. Regarding outcomes, students should be encouraged to explore their passions for independent careers, organize diverse learning and skill development activities, and foster diligence through appropriate digital curricula. And 3.The evaluation results indicate that the approach to promoting employment education in the digital age for students with hearing impairments in schools under the Office of Special Education, according to Principle of Iddhipāda 4, is highly accurate, highly feasible, highly appropriate, and highly useful.