A Needs Assessment Study for the Development of a Training Curriculum to Enhance 21st-Century Learning Management Competencies of Teachers in Surat Thani Province
DOI:
https://doi.org/10.60027/iarj.2026.e299672Keywords:
Priority Needs Assessment, Training Curriculum, Teacher Competencies, 21st-Century Learning ManagementAbstract
Background and Aims: Education in the 21st century requires teachers to possess learning management competencies that are responsive to changes in society, technology, and learners’ diverse characteristics. However, in the context of basic education, teachers still need further development in several areas, particularly in technology integration and learning innovation, assessment for learner development, and active learning design. This study aimed to: 1) examine the current and desirable conditions of 21st-century learning management competencies among teachers in Surat Thani Province; and 2) assess the priority needs for developing a training curriculum to enhance teachers’ 21st-century learning management competencies in Surat Thani Province.
Methodology: This study employed a survey research design. The sample consisted of 805 basic education teachers in Surat Thani Province academic year 2025, selected through convenience sampling via an online questionnaire. The research instrument was a five-point rating scale questionnaire comprising 24 items covering four competency dimensions: 1) assessment for individual and holistic learner development, 2) technology integration and learning innovation, 3) morality, ethics, and community engagement, and 4) active learning design and classroom management. Data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNIModified).
Results: The findings revealed that teachers’ overall 21st-century learning management competencies were at a high level (M = 4.10, S.D. = 0.68). Regarding the actual condition, the dimension with the highest mean score was morality, ethics, and community engagement (M = 4.53, S.D. = 0.68). The priority needs assessment further indicated that the aspect requiring the highest level of development was technology integration and learning innovation (PNImodified = 0.22), followed by assessment for individual and holistic learner development (PNImodified = 0.21) and active learning design and classroom management (PNI modified = 0.19).
Conclusion: Teachers in Surat Thani Province demonstrated a high level of 21st-century learning management competencies overall. However, there remains a clear need for further development in the areas of technology, innovation, active learning management, and assessment for learner development. The findings can serve as baseline information for designing a teacher training curriculum that appropriately addresses identified priority needs.
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