DEVELOPING AN INTEGRATED LEARNING MODEL FOCUSING ON LITERACY AND FOUR KEY characteristics TO ENHANCE COMPETENCY-BASED TEACHING AND LEARNING

Abstract

The purpose of this research were to 1) study the current situation, problems, needs, and concepts related to integrated learning management focusing on literacy and four characteristics; 2) develop an integrated learning management model emphasizing literacy and four characteristics to enhance competency-based teaching; 3) examine the quality of the developed model in terms of appropriateness, consistency, feasibility, and utility; 4) investigate the outcomes of implementing the developed learning management model; and 5) evaluate the satisfaction of teachers and students toward the implementation of the developed learning management model. This study employed a mixed-methods research design. The population consisted of 120 teachers from Demonstration School of Bansomdejchaopraya Rajabhat University who voluntarily participated, and 500 teachers from network schools affiliated with the Samut Sakhon and Suphanburi Primary Educational Service Area Office 2 who signed an MOU, totaling 620 participants. The research instrument was a questionnaire with an Index of Item Objective Congruence (IOC) of 1.00 and a reliability coefficient of .96. Data were analyzed using mean and standard deviation.

The results showed that 1) The current condition of learning management was overall at a moderate level. Problems encompassed teachers, learners, time, media, AI technology, learning resources, activity design, measurement and evaluation. Needs consisted of six main components: teacher professional development, learning management, AI integration, educational platforms, PLC (Professional Learning Community), coaching and mentoring, and competency-based learning supported by AI. The conceptual framework comprised learning management factors and support system factors. 2) The developed learning management model consisted of seven models: the PLAY Model, SMART Model, HAPPY Model, BIACTT Model, V-PRIDE Model, CREATE Model, and SMART INNOVATOR Model. 3) The quality of the model in terms of appropriateness, consistency, feasibility, and utility was at the highest level. 4) The implementation of all seven models demonstrated efficiency meeting the  criteria. 5) Regarding satisfaction, teachers reported the highest level of satisfaction across all aspects, with measurement and evaluation having the highest mean score. Students also reported the highest level of satisfaction across all aspects, with teachers' roles and learning support having the highest mean score..