Synthesis of Competency Framework for Information and Communication Technology and Digital Literacy Skills for Teachers and School Administrators for Development of Adaptive Digital Technology System

Abstract

In the digital era, enhancing educators' competencies in information and communication technology (ICT) and digital literacy is a critical factor in driving educational quality. However, Thailand currently lacks a clear and systematic competency framework for assessing and developing these essential skills. This gap has led to fragmented and inconsistent professional development efforts. The objective of this research was to synthesize a competency framework for ICT and digital literacy skills for teachers and school administrators. The study employed a documentary research design combined with expert consultations. The target groups included: (1) twelve experts participating in focus group discussions and (2) seven experts evaluating the proposed framework. The research instruments comprised document analysis forms and expert evaluation forms assessing appropriateness and consistency. Data were analyzed through content interpretation and analytical description. The findings revealed that the synthesized teacher competency framework consists of six domains: (1) basic digital technology operations, (2) ethical and legal use of digital technology, (3) digital technology for instructional design, (4) digital technology for learning management, (5) digital technology for assessment and evaluation, and (6) digital technology for professional development. The school administrator framework consists of five domains: (1) basic digital technology operations, (2) ethical and legal use of digital technology, (3) digital technology for managing school systems and structures, (4) digital technology for human resource management and performance evaluation, and (5) digital technology for professional development. Expert evaluations indicated that the proposed frameworks were highly appropriate and consistent. These frameworks can serve as a foundation for developing adaptive digital systems for effectively assessing and enhancing the digital competencies of teachers and school administrators.