LEARNING MANAGEMENT OF PRIMARY SCHOOLS IN THE DIGITAL ERA UNDER THE UBON RATCHATHANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 4

Abstract

The objectives of this research were to 1) examine the learning management conditions of primary schools in the digital era under the Ubon Ratchathani Primary Educational Service Area Office 4; 2) compare these conditions based on position, educational qualifications, and work experience; and 3) explore guidelines for learning management of primary schools in the digital era. The sample group consisted of 291 participants, including 27 school administrators and 264 teachers, selected through stratified random sampling. The research instruments comprised a 5-point Likert scale questionnaire, with an overall reliability coefficient of .98, and a structured interview form. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, F-test, and content analysis.  

The research findings were as follows:

1. The overall condition of learning management of primary schools in the digital era under the Ubon Ratchathani Primary Educational Service Area Office 4 was at a high level.


2. A comparison of the opinions of teachers and school administrators based on work experience showed statistically significant differences at the .01 level. However, no significant differences were found based on position or educational qualifications.

The guidelines for developing learning management in primary schools in the digital era include the following: School administrators should develop flexible curricula aligned with the school’s context and integrate digital technology to foster 21st-century skills; promote continuous professional development for teachers and encourage the integration of technology in teaching and learning; improve infrastructure and create a learning-conducive environment; support the use of information technology for data management and access to learning resources; and promote the design of diverse assessment and evaluation processes that allow students to participate in self-assessment.