The development of a curriculum to enhance learning management competency in digital transformation age for pre-service teachers

Abstract

COVID-19 has accelerated digital transformation, where the traditional curriculum is unable to provide necessary skills to pre-service teachers. This research focuses on curriculum development to equip future teachers with sufficient competencies and aimed to: (1) study learning management competency in the digital transformation age of pre-service teachers; (2) develop a curriculum to enhance learning management competency in the digital transformation age; and (3) assess curriculum quality and effectiveness. The research participants included 16 informants for the interview, 9 experts for the focus group, 12 experts who approved the curriculum and 88 pre-service teachers to assess curriculum effectiveness. The instruments included an interview form, focus group issues, an assessment form, and competency test, subsequently analyzed by means, standard deviations (SD), t-test dependent,
one sample t-test, and content analysis. The results revealed as follows: (1) Learning management competency in the digital transformation age included; (1.1) pedagogical strategic design; (1.2) using digital in learning management; (1.3) digital communication and collaboration, and (1.4) integrated problem solving. (2) The curriculum are six components; objectives,
principles, content structure, the 4-step stairs activities including inquirer, screener, integrator, initiator; instructional media and sources, and evaluation; (3) The quality of curriculum was highest in terms of accuracy, suitability, and benefits; with high feasibility. Pre-service teachers increased their learning management competency after participating, and higher than the 70 percent criteria in all activities, with a significant difference of .01. The findings also showed that pre-service teachers’ satisfaction toward the activities was highest, and significantly higher than the 70 percent criteria in all activities.