GUIDELINES FOR DEVELOPING DIGITAL-ERA TEACHERS ACCORDING TO THE PRINCIPLES OF BHĀVANĀ 4 IN SCHOOLS FOR STUDENTS WITH INTELLECTUAL DISABILITIES UNDER THE OFFICE OF SPECIAL EDUCATION ADMINISTRATION

Abstract

This research aims to 1) study the state of digital-era teacher development, 2) find guidelines for digital-era teacher development, and 3) evaluate the guidelines for digital-era teacher development based on the Fourfold Path. The research employed a mixed-methods approach with three phases: Phase 1 involved a sample of 310 school administrators and teachers. The instrument used was a questionnaire with a reliability coefficient of 0.92. Statistical analysis included percentages, means, and standard deviations. Phase 2 focused on finding guidelines for digital-era teacher development based on the Fourfold Path, collecting data through focus group discussions with 7 experts. Content analysis was used. Phase 3 involved evaluating the guidelines for digital-era teacher development based on the Fourfold Path, with 16 key informants. The instrument used was an evaluation form for the guidelines. Statistical analysis included percentages, means, and standard deviations.

The research findings revealed that 1) the overall state of digital-era teacher development in schools for intellectually disabled students under the Office of Special Education Administration was at a high level. When considering each aspect individually, opinions were at the highest level in all six aspects, namely, continuous self-development. The development guidelines for digital teachers based on the 4 principles of the Special Education School for Intellectually Disabled Students under the Office of Special Education Administration consist of 6 areas: (1) Digital Technology Skills, focusing on teachers using technology safely, hygienically, and ethically in protecting student data, as well as having skills in using assistive devices for disabled people; (2) Instructional Design Skills, promoting the design of activities based on the principles of Universal Design for Learning (UDL) and access to information, using data insights and AI to help adapt teaching to individual learners; (3) Technology Skills to Promote Learning, emphasizing the creation of a balance between the use of technology and physical and mental health, cultivating digital citizenship, and promoting critical thinking and media literacy skills; (4) Innovation and Creativity, supporting practical application in the production of creative media and innovations while respecting copyright, and creating an atmosphere conducive to exchanging knowledge and accepting mistakes for development; (5) Adaptability to New Technologies, promoting mental flexibility in accepting and learning new technologies with critical thinking to choose appropriate tools for learners; (6) Continuous Self-Development. 1) It supports time management for continuous learning and self-development, emphasizing the application of knowledge to develop learners with understanding and patience. 2) The evaluation results of the digital-era teacher development guidelines based on the Fourfold Path of Meditation were at the highest level in all four aspects: accuracy, usefulness, appropriateness, and feasibility, respectively.