Guidelines development of internal quality assurance operations in the process of organizing learner centered teaching and learning in the situation of emerging technologies of educational institutions in the Mae Pa-Mae Ka Sa group under the Office of the Primary Education Area, Tak Area 2

Abstract

The objective of this research is (1) examine the conditions and problems of internal quality assurance implementation, (2) compare the conditions of internal quality assurance implementation classified by work experience and educational background, and (3) identify approaches for developing the implementation of internal quality assurance in the teaching and learning process with a learner-centered approach under the context of emerging technologies. The target group consisted of school administrators and teachers in the Mae Pa–Mae Kasa educational group, under the Office of Tak Primary Educational Service Area 2. The population comprised 156 individuals, and the sample group consisted of 111 participants. The research instruments included a questionnaire, which had a content validity index of 1.00 and a reliability coefficient of .715, and an interview schedule. Data were analyzed using a statistical software package, employing mean, standard deviation, frequency distribution, percentage, and t-test. The findings revealed that: (1) The overall condition of internal quality assurance implementation in the learner-centered teaching and learning process was at a moderate level. The most critical problem in each aspect was that teachers and students lacked sufficient knowledge and skills to effectively utilize new technologies, resulting in limited application of technology in learning and practical activities. (2) The comparison of internal quality assurance implementation by educational background showed no significant differences, either in the overall or specific aspects. In terms of work experience, no overall difference was found, except in one aspect, namely the use of media, information technology, and learning resources that support learning.(3) The proposed approaches for implementing internal quality assurance in the learner-centered teaching and learning process emphasized that schools should adopt modern technologies to enhance teaching and learning with greater diversity and engagement. Learners should receive instruction tailored to their individual abilities and needs, while teachers and schools require continuous professional development and infrastructural support to prepare learners for future technology integration.