Strategies for Elevating Knowledge and Understanding in 21st Century Learning Management for Early Childhood Educators in the Digital Age

Abstract

           The objectives of this research were 1) to analyze the current state, desirable conditions, and priority needs for developing the knowledge and understanding competencies of early childhood teachers and 2) to propose strategies for elevating 21st-century learning management competencies for early childhood educators in Child Development Centers under Local Administrative Organizations in Khon Kaen Province. The research sample consisted of 220 early childhood teachers, selected through stratified random sampling. The research instruments included a 5-point Likert scale questionnaire with a reliability coefficient of 0.97 and semi-structured in-depth interviews for experts. Data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNI_modified).

          The research findings revealed that

          1. The overall current state of learning management competencies was at a high level, while the desirable conditions were at the highest level. Regarding the priority needs index, the "Knowledge and Understanding" competency exhibited the highest value (PNI_modified = 0.27), particularly in the areas of individual student analysis and classroom action research.

          2. The proposed strategies for competency elevation comprised 3 main approaches, 6 sub-issues, and 23 operational activities. These strategies emphasize transitioning the teacher's role toward becoming a "learning facilitator" and integrating digital technology into Active Learning experiences. Expert evaluation confirmed that the developed strategies were highly appropriate and feasible for practical implementation at the highest level.