Educational transformation in the digital era: A developing country perspective

Abstract

In the digital age, education harnesses technology for transformative learning. Siemens (2008) introduced connectivism education theory that best described the digital environment of education. Lifelong learning and informal learning through open resources are fundamental to connectivism. Students are influenced by their teachers’ method of teaching. Their guidance will shape students’ learning experience and skill sets (Villegas-Ch et al., 2021). Tavenner (2019) advocates student-centered, personalized learning aligned with connectivism. However, challenges persist: 1) optimizing interactive, 2) meaningful education and 3) adequately supporting teachers in this context. Our study addresses these issues for Thai educators and learners, offering practical recommendations. This research aims to elucidate current obstacles faced by Thai educators and learners in the digital age and provide suggestions to enhance learning experiences. Using purposive sampling, we conducted 18 in depth interviews with stakeholders spanning Thailand’s grades 1 to 12, representing public, private, and non-profit sectors. Employing content analysis, findings reveal Thailand’s digital infrastructure is primed for educational transformation. Yet, scarcity of human resources and systemic constraints impede progress. Despite educators widely sharing open materials, learners struggle to effectively utilize these resources, limiting their benefits. This study underscores the need for concerted efforts to bridge these gaps and fully leverage available educational resources.