Prioritizing Teachers’ Digital Learning Management Competencies: A National Needs Assessment
TL;DR
A comprehensive needs assessment of teachers' digital learning management competencies across four major educational authorities using a quantitative survey design revealed that teachers generally perceive themselves as proficient in digital learning management, but clear gaps persist between current practice and desired performance.
Abstract
The rapid integration of digital technologies into education has fundamentally reshaped what it means to teach effectively in the 21st century. While teachers are increasingly expected to design, manage, and assess learning in digital environments, there remains limited large‑scale evidence identifying where their most pressing development needs lie. This study addresses that gap by conducting a comprehensive needs assessment of teachers' digital learning management competencies across four major educational authorities using a quantitative survey design. Drawing on data from 1,550 educators selected through multistage random sampling, the study compares perceived current and desired competency levels using a validated questionnaire and the Priority Needs Index Modified (PNImodified). The four competency domains examined were: Learning Activity Design (LAD), Development and Use of Instructional Media (DIM), Classroom Management (CM), and Measurement and Evaluation (M&E). The findings revealed that teachers generally perceive themselves as proficient in digital learning management. However, clear gaps persist between current practice and desired performance. Among the four competency domains, M&E emerged as the highest priority for development (PNImodified = 0.244), followed by DIM (0.224), CM (0.217), and LAD (0.211). Notably, this pattern was highly consistent across all four Thai national educational authorities, pointing to system‑wide rather than localized needs.