Guidelines for Developing Digital Competency of Educational Personnel to Enhance Professional Excellence for Higher Education Institutions in Bangkok
Keywords:
Digital competency, Professional excellence, Educational management, Higher education institutionsAbstract
This research aims to study the characteristics, components, and propose guidelines for developing the digital competency of educational personnel to enhance professional excellence for education management in higher education institutions in Bangkok. The study was conducted through a combination of document review and empirical data, including in-depth interviews with 12 successful administrators of higher education institutions. The findings from these interviews were then used to develop a rating scale questionnaire based on a digital competency framework for enhancing professional excellence, covering three aspects: digital literacy, digital tool usage and problem-solving, and adaptability to digital change. This questionnaire was subsequently administered to 598 administrators and personnel from higher education institutions in Bangkok. A mixed-methods research design, integrating both quantitative and qualitative approaches, was employed. Data analysis involved exploratory factor analysis, data triangulation, and expert focus group discussions to confirm the draft guidelines. Qualitative data were analyzed using descriptive content analysis, while quantitative data were analyzed using exploratory factor analysis, including indicators. The research findings revealed that: 1) Characteristics of digital competency consisted of three aspects: (1) digital literacy, (2) digital usage/problem solving with digital tools, and (3) adaptive digital transform. 2) Main components of digital competency included: (1) cognitive domain, (2) psychomotor domain, and (3) affective domain. The sub-components were: (1) computer and digital literacy, (2) digital access, (3) digital usage, (4) digital media production and creation, (5) digital communication, (6) digital media management, and (7) digital evaluation. Guidelines for digital competency development comprised: 3.1) Five development methods: (1) self-learning and development, (2) online learning, (3) case study approach, (4) AI-assisted learning, and (5) practical training.; 3.2) Development activities: knowledge exchange, use of modern digital technology and innovation, learning from role models, and experiential learning; and 3.3) Appropriate development using the NDIER process: (1) Needs Diagnosis and Assessment, (2) Design and Development Planning, (3) Development Implementation, (4) Evaluation and Monitoring, and (5) Sustainment and Extension.
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