The Development of a Competency-Based Curriculum for Digital Marketing of NFTs
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Abstract
As a result of the exponentially rapid technological advancements, innovations have been applied in novel ways, particularly in blockchain and digital assets. Therefore, curriculum development to meet these needs is crucial for human development and to keep up with the rapidly evolving world of today. This research aimed to: 1) study competencies in digital marketing of NFTs, 2) develop a competency-based curriculum for digital marketing of NFTs, and 3) study the effects of utilizing the competency-based digital marketing curriculum on a specific group. In the process of developing competencies, data was collected through a questionnaire from 13 experts. The sample consisted of individuals interested in digital art and capable of creating digital media. A purposive sampling method was used to select 20 participants. Data analysis included evaluating content validity, consistency indices, averages, standard deviations, and percentage values. The findings revealed that: 1) competencies in digital marketing for NFTs consist of 4 main functions, 7 competency units, and 17 sub-competencies; 2) the competency-based curriculum for digital marketing of NFTs was organized into 8 modules, including one knowledge module and 7 competency modules. The overall appropriateness of each aspect of the curriculum was found to be of the highest quality, ranked from highest to lowest as follows: illustration quality ( = 4.70, S.D. = 0.53), teaching aids (
= 4.67, S.D. = 0.47), content (
= 4.62, S.D. = 0.58), training operation plans (
= 4.57, S.D. = 0.55), and language (
= 4.55, S.D. = 0.58). The results of implementing the competency-based curriculum for digital marketing of NFTs, which was evaluated through questionnaires, observation, and work verification, showed that all participants met the assessment criteria, achieving the learning objectives in each module. Overall, the satisfaction level with the curriculum was found to be very high in all aspects, ranked from highest to lowest as follows: teaching methods (
= 4.73, S.D. = 0.44), content (
= 4.65, S.D. = 0.54), and outcomes after training (
= 4.59, S.D. = 0.61). It was found that the content covered the necessary aspects of the job, and the participants were most satisfied with the knowledge and skills gained, which met their needs (
= 4.85, S.D. = 0.37). Therefore, the competency-based curriculum for digital marketing of NFTs is considered to be practically applicable.
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