Guidelines for Risk Management in Learning Management of Opportunity Expansion Schools under the Phitsanulok Primary Educational Service Area Office 2

Abstract

          This research aimed to: 1) investigate the current and desirable conditions of risk management in learning management, and 2) examine guidelines for its risk management. The study employed a mixed-methods research design. The sample consisted of 170 participants, and nine experts were selected as key informants. The research instruments included a questionnaire and a semi-structured interview form. The data were analyzed using percentage, mean, standard deviation, the Modified Priority Needs Index (PNI Modified), and content analysis.

           The findings revealed that: 1) the overall current condition of risk management in the learning management was at a high level, whereas the overall desirable condition was at the highest level. The priority needs, ranked from the highest to the lowest, were as follows: teachers, instructional media, lesson plans, and learning measurement and evaluation, respectively; and 2) the guidelines for its risk management in learning management comprised four aspects. Regarding teachers, schools face systemic risks arising from overlapping workloads and assignments outside teachers’ areas of specialization. Therefore, administrative innovations integrated with Professional Learning Community (PLC) processes should be implemented to enhance educational quality and student outcomes. Regarding learning management, schools encounter risks associated with fragmented lesson planning and dependence on ready-made instructional plans. Consequently, PLC processes should be employed to collaboratively design innovative learning activities that are responsive to the school context. Regarding learning media, schools face risks stemming from reliance on ready-made materials and obsolete technology. Therefore, process innovations should be adopted to develop learning media that effectively address students’ diverse learning needs. Regarding assessment and evaluation, schools experience risks related to the limited validity and reliability of assessment practices. Consequently, PLC processes should be utilized to develop authentic assessment approaches that improve student learning and overall educational quality.