Guidelines for Developing Digital Intelligence Quotient of Teachers in Schools under Khon Kaen Primary Educational Service Area Office 3

Abstract

The purposes of this research were 1. to investigate the level of digital Intelligence Quotient of teachers in schools under the Office of Khon Kaen Primary Educational Service Area 3 and 2. to examine guidelines for the development of teachers’ digital Intelligence Quotient in schools under the same jurisdiction. This study employed a quantitative research design. The research instrument was a questionnaire. The sample consisted of 306 participants, determined using the Taro Yamane (1973) formula at a 0.05 level of precision. The collected data were analyzed using descriptive statistics, including percentage, mean and standard deviation. The findings revealed that: (1) the overall level of digital literacy among teachers under the Khon Kaen Primary Educational Service Area Office 3 was at a high level (x̄ = 3.61, S.D. = 0.43). When considering each dimension, the highest level of practice was found in digital rights (x̄ = 3.92, S.D. = 0.38), followed by digital communication (x̄ = 3.86, S.D. = 0.38). The three dimensions with the lowest levels of practice were digital safety (x̄ = 3.57, S.D. = 0.43), digital security (x̄ = 3.43, S.D. = 0.44) and digital literacy skills (x̄ = 3.29, S.D. = 0.52), respectively and 2) Guidelines for enhancing digital literacy among teachers under the Khon Kaen Primary Educational Service Area Office 3 consisted of the following: 2.1) Digital Safety: Teachers should be developed to build digital resilience through training on identifying misinformation and using online media critically and responsibly, alongside safeguarding personal and organizational data in accordance with PDPA principles. Emphasis should be placed on media literacy skills, particularly the ability to verify and filter information from diverse and credible sources 2.2) Digital Security: Cybersecurity protection for teachers should be strengthened by ensuring that software and antivirus systems are regularly updated. In addition, account security should be enhanced through multi-factor authentication (2FA) and effective password management. This should be complemented by separating private Wi-Fi networks from school networks and configuring strong router passwords and 2.3) Digital Communication: A culture of professional communication should be fostered through Professional Learning Community (PLC) platforms, emphasizing the principle of “think before you click” and accountability for permanent digital footprints. Teachers should strictly adhere to school policies and PDPA regulations, particularly in obtaining consent before posting students’ images. A mentoring system should also be implemented to support teachers in managing privacy settings effectively.