Development of a Model for Enhancing Student Teachers’ Digital Competency through Integration with the Internship Program
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Abstract
This study was conducted with the following objectives: (1) to investigate the current status and needs regarding digital competency development among student teachers; (2) to design a model for enhancing digital competency by integrating it with the professional teaching practicum; (3) to evaluate the effectiveness of the developed model; and (4) to assess the level of satisfaction with the digital competency development model among student teachers. The research followed a research and development (R&D) framework comprising four phases: Phase 1 – data collection; Phase 2 – model development; Phase 3 – model implementation; and Phase 4 – model refinement. The sample consisted of 53 fourth-year student teachers from the Faculty of Education at Ubon Ratchathani Rajabhat University, selected through cluster random sampling. The research instruments included a questionnaire to assess the current state and needs of digital competency development, in-depth interview protocols, an appropriateness evaluation form, a digital competency assessment, and a satisfaction survey. The research design employed was a One-Group Pretest-Posttest Design. Data were analyzed using descriptive statistics—percentage, mean, and standard deviation—and inferential statistics through paired sample t-tests to determine the effectiveness of the model.
The findings of the study revealed the following: 1) In terms of current status and needs assessment, the evaluation of the current state of digital competency development among student teachers indicated a high overall level ( = 4.42). Similarly, the assessment of developmental needs also reflected a high level (
= 4.46). The Priority Needs Index (PNImodified) identified the most critical area as the ability to use digital technology tools (PNImodified = 0.0208), followed by the ability to apply digital technologies (PNImodified = 0.0115), and the ability to solve problems using digital tools (PNImodified = 0.0115); 2) In terms of model development, the proposed digital competency development model for student teachers, integrated with the professional teaching practicum, consists of five core components: (a) model principles, (b) objectives, (c) implementation process, (d) learning context, and (e) evaluation. The model, referred to as the CBC Model, is grounded in three key pedagogical approaches: Competency-Based Learning (C), Blended Learning (B), and Constructionism (C). Expert evaluations rated the overall appropriateness of the model at the highest level (
= 4.51); 3) In terms of model effectiveness, the implementation of the model led to a statistically significant increase in digital competency scores among student teachers when comparing pre- and post-intervention results (p < .05); and 4) In terms of satisfaction assessment, the satisfaction survey indicated a very high level of satisfaction with the model among participants, with an average score of 4.73.
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