A Teacher Development Model through the Integration of Phenomenon-Based Learning and Digital Technology
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| Title: | A Teacher Development Model through the Integration of Phenomenon-Based Learning and Digital Technology |
|---|---|
| Language: | English |
| Authors: | Pichamon Sureeyaphan |
| Source: | International Education Studies. 2026 19(2):105-111. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Faculty Development, Models, Educational Technology, Teacher Attitudes, Technology Integration, Foreign Countries, Technology Uses in Education, Teaching Methods, Interdisciplinary Approach, Authentic Learning |
| Geographic Terms: | Thailand |
| ISSN: | 1913-9020 1913-9039 |
| Abstract: | This study aimed to develop and evaluate a teacher development model that integrates phenomenon-based learning with digital technology to enhance student learning outcomes. The research employed a mixed-methods design and was conducted in three phases. Phase one involved a needs analysis with 550 teachers using structured questionnaires to identify challenges and instructional needs and the model was constructed and validated by seven educational experts through a model evaluation form. Phase two tested the model with 20 volunteer teachers, using pre- and post-tests, classroom observations, and satisfaction surveys. In phase three, reflective feedback was gathered via interviews and assessment tools, with results analyzed using descriptive statistics. The developed model comprises six key components: principles, objectives, development process, support systems, success conditions, and evaluation. Results showed that teachers significantly improved in pedagogical understanding and instructional practice. Satisfaction levels were highest, and stakeholders rated the model as highly feasible and beneficial. The study concluded that the model provides a practical and effective framework for enhancing teacher competencies and fostering the integration of digital technology in phenomenon-based learning environments. This model supports ongoing educational innovation and contributes to improving student learning quality in the context of 21st-century education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505329 |
| Database: | ERIC |
| Abstract: | This study aimed to develop and evaluate a teacher development model that integrates phenomenon-based learning with digital technology to enhance student learning outcomes. The research employed a mixed-methods design and was conducted in three phases. Phase one involved a needs analysis with 550 teachers using structured questionnaires to identify challenges and instructional needs and the model was constructed and validated by seven educational experts through a model evaluation form. Phase two tested the model with 20 volunteer teachers, using pre- and post-tests, classroom observations, and satisfaction surveys. In phase three, reflective feedback was gathered via interviews and assessment tools, with results analyzed using descriptive statistics. The developed model comprises six key components: principles, objectives, development process, support systems, success conditions, and evaluation. Results showed that teachers significantly improved in pedagogical understanding and instructional practice. Satisfaction levels were highest, and stakeholders rated the model as highly feasible and beneficial. The study concluded that the model provides a practical and effective framework for enhancing teacher competencies and fostering the integration of digital technology in phenomenon-based learning environments. This model supports ongoing educational innovation and contributes to improving student learning quality in the context of 21st-century education. |
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| ISSN: | 1913-9020 1913-9039 |
