Needs Assessment and Global Competency Recommendations for Establishing Graduate Programs in Curriculum and Instruction in the Digital Age
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Abstract
The objectives of this study were threefold: first, to investigate global competency needs in the digital era for graduate students; second, to examine institutional readiness regarding the establishment of a Curriculum and Instruction program; and third, to formulate strategic recommendations alongside a transdisciplinary curriculum framework. Utilizing an explanatory sequential mixed methods design, data collection began with a quantitative survey involving 85 key stakeholders—comprising current students, alumni from related fields, and employers. Subsequently, the qualitative phase gathered deeper insights via semi-structured interviews with 9 curriculum experts and educational policy-makers. Data were analyzed using mean, standard deviation, Modified Priority Needs Index () and Content Analysis.
The findings revealed that: 1) The highest priority needs for global competency were AI-driven instructional design and design thinking. 2) Systemic readiness was at a High level, with significant strengths in human capital and digital learning ecosystems, while needing further international research collaboration. 3) The strategic recommendations and curriculum framework emphasize transdisciplinary learning and flexibility via micro-credentials to develop educational innovators equipped with global competencies and change leadership.
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บทความนี้ยังไม่เคยลงตีพิมพ์ในวารสารใดมาก่อน และไม่อยู่ระหว่างการพิจารณาของวารสารอื่น
บทความที่ลงพิมพ์เป็นข้อคิดเห็น/แนวคิด/ทัศนคติของผู้เขียนเท่านั้น หากเกิดผลทางกฎหมายใดๆที่อาจ
เกิดขึ้นจากบทความนี้ ผู้เขียนจะเป็นผู้รับผิดชอบ และบทความนี้เป็นลิขสิทธิ์ของวารสารเท่านั้น
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