Guidelines for Developing Teachers’ Digital Competence on Active Learning Management in Schools under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office 2

Abstract

This research consists purposes were 1. to study teachers' digital competence in active learning management and 2. to propose guidelines for developing teachers' digital competence in active learning management in educational institutions. This study employed a mixed methods research design, integrating both quantitative and qualitative approaches. The research instruments consisted of a questionnaire and an interview form. The sample comprised 303 teachers under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office 2, determined by using Krejcie and Morgan's (1970) table and selected through multi-stage sampling. In addition, seven experts were selected as key informants by purposive sampling. The data collected from the questionnaires were analyzed using descriptive statistics, including mean and standard deviation, whereas the data obtained from the interviews were analyzed by content analysis. The findings revealed that 1) The digital competencies for active learning management among teachers were overall at a high level (x̅= 4.08, S.D. = 0.54). The aspect with the highest mean score was the use of media, technology and learning resources for active learning management (x̅= 4.10, S.D. = 0.60). The aspect with the lowest mean score was the evaluation of active learning management (x̅=  4.07, S.D. = 0.67) and 2) The guidelines for developing digital competencies for active learning management among teachers in schools consisted of 25 practical items, including 6 items for the design and development of active learning lesson plans, 7 items for organizing active learning activities, 7 items for the use of media, technology and learning resources in active learning management and 5 items for the evaluation of active learning management.