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Enhancing digital literacy in Thai higher education: A strategic imperative
(2025-01-01)
Noppakhunwong, Thaksina
;
Kantathanawat, Thiyaporn
;
Pimdee, Paitoon
This study aims to enhance digital literacy in Thai higher education through the development of an integrated framework—3CLPC (Cloud-based, Collaborative, and Positive Coaching). A mixed-methods approach was employed, combining surveys and interviews with students and faculty from three public universities. Quantitative data were analyzed using descriptive statistics, while qualitative input informed iterative model refinement. The results indicated improvements in students’ digital competencies, especially in collaboration, content creation, and problem-solving. Participants also reported increased confidence and engagement when using cloud-based tools and receiving supportive coaching. The 3CLPC framework effectively addresses the divide between access to technology and pedagogical effectiveness, particularly in under-resourced institutions. The model is scalable and adaptable to other Southeast Asian contexts. Practical implications include integration into teacher training programs and digital curriculum policies. The study contributes to bridging the gap between policy and practice in digital education, emphasizing equity and learner-centered design.
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An empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions
(2024-12-01)
Feng, Lei
;
Sumettikoon, Piyapong
In 2022, China’s Educational Ministry, for the first time, released an industry standard for teachers’ digital literacy. This standard provides a holistic framework for teachers’ digital literacy (TDL) in five dimensions. Since few studies have investigated EFL teachers’ digital literacy, the relationships among the five dimensions proposed for EFL teachers’ digital literacy remain unknown. Therefore, this research applied a quantitative method using a five-point Likert questionnaire designed based on TDL. Ninety-two EFL teachers from two universities and one higher vocational college in China participated in this questionnaire research. Partial least squares structural equation modeling was used to assess the relationships between these five dimensions. The relationships between the five TDL dimensions were highlighted by the findings, which supported the proposed model. In addition, implications for enhancing EFL teachers’ future digital literacy have been provided to facilitate and favor EFL teachers’ digital literacy development.
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The Effect of Using the Chatbot to Improve Digital Literacy Skill of Thai Elderly
(2024-01-01)
Sriwisathiyakun, Kanyarat
This research aims to demonstrate the learning success and contentment of elderly people in Thailand using a chatbot innovation for improving digital literacy. Three parts of the research were carried out: Phase 1 of the research focused on developing the chatbot and any relevant educational digital media; Phase 2 engaged in pre-experimental by experts’ validation; and Phase 3 involved an experiment where the chatbot was deployed with elderly people. Samples were collected from 33 elderly people. The information was gathered through expert interviews, pretests, and posttests on chatbot usage, and satisfaction surveys. The data was then analyzed using the dependent t-test, percentage, mean, standard deviation, and content analysis. Results showed that our Senior See Net chatbot was simple to use and navigate, with an appropriate artistic appearance. Findings demonstrate that this chatbot was simple to use and access, had an appropriate creative composition, and was made up of sufficiently thorough media and content on digital literacy. Furthermore, the statistical analysis revealed that after using the chatbot, the elderly’s understanding of digital literacy improved statistically significant at the 0.05 level. Furthermore, their overall satisfaction was rated high.
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Needs assessment to promote the digital literacy among students in Thai community colleges
(2022-09-01)
Ussarn, Anyamanee
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Pimdee, Paitoon
;
Kantathanawat, Thiyaporn
The objective of this research was to assess the need to promote digital literacy of the students under the supervision of Tak Community College. The population consisted of 152 students in Tak Community College, Tak Province, Thailand, registered for the second semester of the 2020 academic year. The research instrument was a digital literacy questionnaire, and the data were analyzed using percentage, mean, standard deviation, and the prioritization of the need. The findings revealed that the level of digital literacy skills of the students was moderate. The level of digital literacy that students expected, however, was very high. In concluding remarks, it was found that the highest average of the digital literacy skills of the Tak Community College students was the use of the spreadsheet program (PNIModified=0.30), followed by the use of presentation program (PNIModified=0.27), and the word processor program as the lowest average point of skills (PNIModified=0.23). The students of Tak Community College, therefore, are inevitability required the better digital literacy skills development from the lessons enlightened by the teachers.
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Enhancing digital literacy with an intelligent conversational agent for senior citizens in Thailand
(2022-06-01)
Sriwisathiyakun, Kanyarat
;
Dhamanitayakul, Chawaporn
Intelligent conversational agents have been implemented as virtual assistants in mobile applications to facilitate, engage, and interact with users for optimal learning experiences. With 24/7 availability, providing instant and consistent responses, chatbots, as a type of intelligent conversational agent, will help benefit the learning communication, makes the entire learning experience more engaging for the learners. They have also been successfully used by the elderly to encourage behavioral change for their intended purpose. This study investigated baseline data on the use of digital platforms of senior citizens in Bangkok Metropolitan and the six regions of Thailand and developed a chatbot from the derived data. The chatbot contained learning media and service function, served as a platform to enhance digital literacy for the senior citizens in Thailand. The study was conducted in 3 phases, the baseline survey on the use of digital platforms of the senior citizens in Thailand, the development of the chatbot and learning media, and the pre-experimental expert validation. The samples were 422 senior citizens. The data were collected by questionnaires, focused group discussion, and interviews with experts, and analyzed by percentage, mean, standard deviation, and content analysis. Results were incorporated in the design and development of the chatbot innovation following the software development life cycle (SDLC) framework. Expert feedback revealed that this chatbot innovation was easy to access, convenient to request for operations, artistically appealing, and comprehensive in content and functionality for enhancing digital literacy skills, which are to access, analyze, evaluate, participate, and act. In the next research sequence, this innovation will subsequently be experimented with more senior citizens to prepare and improve their digital competence to consequently equip them with the necessary capacities to keep up with Thailand’s transition towards a full-blown aging society.

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