แนวทางการส่งเสริมสมรรถนะดิจิทัลของนักศึกษาระดับปริญญาตรี คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่ ในยุคการศึกษา 4.0

Abstract

The objectives of this research were 1) to study the digital competency of undergraduate students, and 2) to design the digital competency enhancement guidelines for undergraduate students at Faculty of Education, Chiang Mai University. The sample of this study consisted of 340 undergraduate students at Faculty of Education, Chiang Mai University, obtained based on a simple random sampling. The sample size was calculated based on a Yamane’s formula with a given confidence level of 95%. Digital competency enhancement guidelines was assessed by 8 experts. Research instruments for data collection comprised digital competency scale, focus group recording form, and digital competency enhancement guidelines assessment form. Quantitative data were analyzed using statistics including mean and standard deviation. Qualitative data were analyzed using content analysis and then synthesized to obtain the issues. The results of the research could be summarized as follows: 1. Overall digital competency of the sample was at a high level (x̅ = 3.91). When individual aspects were considered, an aspect with the highest mean was tools and technology, followed by retrieval and usability, identity and quality of life, teaching or learning, and communication and coordination, which were at a high level, and creativity and innovation, which was at a moderate level of digital competence. 2. Five digital competency enhancement guidelines consisted of curriculum, teaching and learning, learning assessment, learning support, and the development of teachers. The suitability of the said guidelines was assessed by 8 experts at the highest level (µ = 4.57) and the feasibility was at a high level (µ = 4.28).