Current Conditions, Problems, and Needs of Teachers Regarding the Implementation of the 2025 Upper Primary Education Curriculum (Grades 4-6) in Pilot Schools, Phra Nakhon Si Ayutthaya Province

Abstract

This research aimed to: (1) examine the implementation of the Basic Education Core Curriculum B.E.2008 (Revised Edition B.E.2017) among upper primary school teachers in Phra Nakhon Si Ayutthaya Province; (2) investigate problems in curriculum implementation; and (3) explore the needs for using the upper primary education curriculum (B.E.2025) among teachers in pilot schools. The sample consisted of 101 upper primary school teachers. The research instrument was a questionnaire. Data were analyzed using percentage, mean, and standard deviation. The findings revealed that: (1) the overall level of curriculum implementation was moderate (𝑥̅ = 3.49, SD. = 1.03). The learning management aspect had the highest mean score, indicating that teachers were able to analyze indicators, design lesson plans, and organize learner-centered activities; (2) the overall level of problems in curriculum implementation was moderate (𝑥̅ = 3.15, SD. = 0.92). The highest mean score was found in curriculum planning and design, where teachers still lacked clarity in analyzing indicators, had insufficient understanding of curriculum design, and faced time constraints for preparation; and (3) the overall level of needs for using the curriculum B.E.2025 was high (𝑥̅ = 3.93, SD. = 0.89). The highest priority was the need for development in 21st-century learning management, particularly in designing Active Learning and competency-based learning aligned with the new curriculum B.E.2025, as well as the integration of AI and digital technologies in accordance with the new curriculum.