Best Practices in Academic Administration for Enhancing Future Skills of Secondary School Students under the Jurisdiction of the Pathum Thani Secondary Educational Service Area Office

Abstract

Background and Aims: The rapid advancement of technology, globalization, and societal transformation has highlighted the importance of future skills as essential competencies for students to successfully adapt to complex challenges and opportunities in the 21st century. Educational institutions therefore need effective academic administration practices to systematically foster these skills among learners. This study aimed to (1) examine the confirmatory factor structure of future skills among secondary school students under the Pathum Thani Secondary Educational Service Area Office and (2) propose best practices in academic administration for promoting future skills among these students.

Methodology: A mixed-methods research design was employed in two phases. Phase I utilized a quantitative approach involving 335 teachers from schools under the Pathum Thani Secondary Educational Service Area Office. Participants were selected through stratified random sampling. Data were collected using a five-point rating-scale questionnaire and analyzed using Confirmatory Factor Analysis (CFA). Phase II adopted a qualitative approach through semi-structured interviews with five key informants, including educational administrators, school administrators, educational supervisors, heads of academic affairs, and teachers recognized for best practices in future skills promotion. Qualitative data were analyzed using content analysis.

Results: The findings revealed that future skills of secondary school students consisted of 11 components, ranked by standardized factor loadings as follows: literacy skills, empathy skills, creative thinking skills, emotional intelligence skills, effective communication skills, learning-to-learn skills, digital literacy skills, collaboration skills, complex problem-solving skills, resilience and perseverance skills, and critical thinking skills. The measurement model demonstrated a good fit with the empirical data (χ²/df = 0.96, p = .835, CFI = 1.00, GFI = 0.92, AGFI = 0.90, RMSEA = 0.000, SRMR = 0.042). Furthermore, the best practices in academic administration for promoting future skills comprised six key dimensions: curriculum development, learning management, measurement and evaluation, teacher professional development, educational technology and innovation utilization, and collaborative network building.

Conclusion: Future skills among secondary school students are multidimensional and can be effectively enhanced through comprehensive academic administration practices. The proposed best practices provide practical guidelines for educational institutions and policymakers to systematically develop students’ future skills and prepare them for sustainable success in a rapidly changing world.