Guidelines for Developing AI Competencies of Vocational Education Teachers for  High-Performance Vocational Education Management According to the Thailand Vocational Qualifications Framework

Phongsak  Phakamach; Sakda  Supap; Sasirada  Pangthai; Natchaya  Sommartdejsakul; Ritthidech  Phomdee

Authors

Phongsak Phakamach Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Nakhon Pathom, Thailand 73140
Sakda Supap Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Nakhon Pathom, Thailand 73140
Sasirada Pangthai Faculty of Education, Pitchayabundit College, Nongbualamphu, Thailand 39000
Natchaya Sommartdejsakul Advanced Future Talent Academy, Udonthani, Thailand 41000
Ritthidech Phomdee Advanced Future Talent Academy, Udonthani, Thailand 41000

Keywords:

AI competencies, Vocational education teachers, Thailand Vocational Qualifications Framework

Abstract

This research aimed to study the characteristics, components, and identify guidelines for developing AI competencies of vocational education teachers for high-performance vocational education management according to the Thailand Vocational Qualifications Framework. This research employed a mixed-methods approach. The research process consisted of four stages: 1) Studying the characteristics of AI competencies through document analysis and in-depth interviews with 12 administrators from vocational education institutions. 2) Analyzing the components of AI competencies by surveying a sample group of 504 administrators, teachers, and staff from vocational education institutions in the eastern region, obtained through multi-stage random sampling. 3) Verifying the components of AI competencies using data triangulation. 4) Presenting guidelines for developing AI competencies of vocational education teachers for high-performance vocational education management according to the TVQF through a focus group discussion with 9 vocational education administration experts selected purposively. The research instruments included structured interview forms, questionnaires, and focus group discussion guidelines. Qualitative data were analyzed using descriptive content analysis, and quantitative data were analyzed using exploratory factor analysis, including indicators. The research findings revealed that the guidelines for developing AI competencies of vocational education teachers for high-performance vocational education management according to the TVQF consisted of three main components: 1) Cognitive Domain, 2) Psychomotor Domain, and 3) Affective Domain. The sub-components included: (1) Computer and AI Literacy, (2) AI Access, (3) AI Use, (4) AI Media Production and Creation, (5) AI Communication, (6) AI Media Management, and (7) AI Evaluation. Five methods for developing AI competencies for high-performance vocational education management according to the TVQF were identified: (1) Self-directed Learning and Development, (2) Online Learning, (3) Case Studies, (4) AI-assisted Learning, and (5) Practical Training. The appropriate process for developing AI competencies for high-performance vocational education management according to the TVQF using the PIERI process included: (1) Planning (P), (2) Implementation (I), (3) Evaluation (E), (4) Reflection (R), and (5) Improvement (I). The research results could be used to establish policies or mechanisms for administrators to apply in developing AI competencies for teachers and staff in managing high-performance vocational education according to the TVQF to enhance efficiency and effectiveness.

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