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    Empowering Principals for Lifelong Learning: Self-directed Approaches in Digitalized Information Systems
    (2024-01-01)
    Zhou, Yuan
    ;
    Sumettikoon, Piyapong
    The study delves into the dynamic interplay between digitalized information systems, competencies, self-directed learning, and lifelong learning in the context of the contemporary educational landscape. With the integration of Artificial Intelligence (AI) and evolving competencies becoming integral to education, understanding their combined impact on individuals' attitudes toward lifelong learning is paramount. Past research has explored these elements individually, but a comprehensive examination of their interconnected relationships remains scarce. The primary purpose is to investigate how AI integration, competencies, and self-directed learning collectively influence lifelong learning attitudes. The study aims to uncover the intricate dynamics by exploring the impact of digitalized information systems on competencies, the mediating role of self-directed learning, and the overall implications for lifelong learning behaviors. Utilizing a quantitative approach, the study focuses on teachers in China, distributing 500 questionnaires and receiving 340 responses. The research design incorporates a cross-sectional survey methodology, employing a structured questionnaire to gather data on AI integration, competencies, self-directed learning, and lifelong learning attitudes. Preliminary findings reveal significant correlations between AI integration, competencies, self-directed learning, and lifelong learning attitudes. The study observes the mediating role of self-directed learning, highlighting its importance in shaping the relationship between digitalized information systems, competencies, and the inclination toward lifelong learning. This research contributes to the theoretical understanding of the complex relationships in contemporary education. Its originality lies in integrating AI integration, competencies, and self-directed learning into a comprehensive framework.
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    How social media and peer learning influence student-teacher self-directed learning in an online world under the ‘New Normal’
    (2023-03-01)
    Pimdee, Paitoon
    ;
    Ridhikerd, Attaporn
    ;
    Moto, Sangutai
    ;
    Siripongdee, Surapong
    ;
    Bengthong, Suwanna
    The study aimed to investigate three aspects of Thai student-teacher self-directed learning (SDL) competency. These were the student-teachers opinions concerning their use of social media (SM), self-management (SM), and learning desire (LD). The sample group was 468 student-teachers enrolled in a Bachelor of Industrial Education Program at the King Mongkut's Institute of Technology Ladkrabang in Bangkok, Thailand, in the Academic Year 2021. The research instrument consisted of an SDL competency questionnaire whose discrimination (corrected item-total correlation) values were determined to be between 0.37 and 0.69, which also had a confidence level of 0.91. Data analysis used LISREL 9.10 for the study's second-order confirmatory factor analysis (CFA). Descriptive statistics analysis included the mean and standard deviation (SD), which was accomplished using IBM's® SPSS® for Windows Version 21. Three models were developed for the study. These included the social media (SM) model containing 285 participants, the peer learning (PL) model, which contained 183 participants, and the total group (TG) model, which contained everyone surveyed (n = 468). The final analysis from the second-order CFAs showed that student-teacher SDL competency for self-control (SC) (0.96) was valued most by the student-teachers. However, their learning desire (LD) (0.87) and self-management (SM) (0.80) skills were somewhat behind. Moreover, in the Pearson Product Moment Correlation (PPMC) (r) analysis of the 24 variable relationships, the strongest was related to each student-teacher's learning desire. However, the weakest variable relationship was related to their ability to set high personal standards and the self-discipline to achieve them. Finally, quite interestingly, 60.90% of the student-teachers indicated that their SDL is gotten from social media (SM) resources compared to learning from their peers (PL) around them.