Development of an Innovative History Learning Management Model in the Digital Age for the Office of the Basic Education Commission (OBEC)

Abstract

This research article had objectives 1) to examine the current state and approaches for history instruction in the digital age within schools under the Office of the Basic Education Commission; 2) to create and develop an innovation for history instruction in the digital age; and 3) to study the results of implementing this innovation in schools under the Office of the Basic Education Commission. This study employed a qualitative research design utilizing a systems approach as its framework. The key informants consisted of 1,292 individuals—including school administrators, educational supervisors, teachers, and students—selected through purposive sampling. Research instruments included questionnaires, interview forms, a best practice assessment form, a satisfaction assessment form, and a student happiness assessment form. Data were analyzed using frequency, percentage, mean, standard deviation, and descriptive content analysis. The research findings revealed that: 1) The overall current condition of history learning management in schools under the Office of the Basic Education Commission was at a moderate level, particularly in the areas of learning management processes, instructional media, innovation, and educational technology. 2)The development process resulted in the innovation entitled “12-Month Webinar: New Ways of History Learning for the Future”, accompanied by implementation manuals and guidelines for history learning management in the digital age. The innovation was evaluated as being at the highest level in terms of appropriateness, feasibility, and usefulness. 3)The implementation of the innovation significantly enhanced the effectiveness of history learning management in participating in schools and led to the development of exemplary Best Practices in digital-age history learning management. School administrators, educational supervisors, and teachers reported the highest level of satisfaction with the innovation, while students demonstrated the highest level of learning happiness.