Promoting of Proactive Learning Management in the Digital Age of School Administrators in Hang Dong Educational Quality Development Network Group 2 under the Chiang Mai Primary Educational Service Area Office 4

Abstract

This research aims to study 1) Promotion of Proactive Learning Management in the Digital Age of School Administrators in Hang Dong Educational Quality Development Network Group 2 under the Chiang Mai Primary Educational Service Area Office 4           2) Guidelines for the development of active learning promotion in the digital age for school administrators in the Hang Dong 2 Education Quality Development Network, Chiang Mai Primary Educational Service Area Office, Area 4. Mixed-method research model. Population: Samples include school administrators, teachers in the 2024 academic year, totaling 106 people, and 5 qualified interviewers selected by purposive interview. The instruments used include questionnaires with a reliability of 0.95 and interview forms. The statistics used in the research include means, standard deviations, and content analysis, presented by descriptive methods.

          The research results found that

          1) Promoting active learning management in the digital age of educational administrators in the Hang Dong 2 Education Quality Development Network, Office of the Chiang Mai Primary Educational Service Area 4, found that in terms of promoting learning management, the role of academics, promoting learning management supervision, and promoting research for educational development, overall, they were at a high level.

          2) Guidelines for promoting active learning in the digital age among school administrators in the Hang Dong 2 Education Quality Development Network under the Chiang Mai Primary Educational Service Area Office 4 revealed that they should emphasize the use of community learning resources and local wisdom, build collaborative networks, design integrated activities, and utilize technology to support learning. They should establish policies and goals consistent with student development plans, promote teacher development in learning through action and problem-solving, and provide funding, technology, and an environment conducive to active learning. Continuous monitoring and evaluation should be implemented, a clear and friendly supervision system should be established, and technology should be used for monitoring results. Professional learning communities should be promoted, and research should be supported by resources and teacher training, as well as practical application of research findings and recognition of teacher contributions. This aims to create a culture of sustainable development.