Self-Perception About Digital Skills of Pre-Service Teachers in a Thailand University Context

Abstract

The digital revolution has significantly impacted education, with digital technology becoming an integral part of teaching and learning, resulting in the emergence of a digital society. Educational institutions at all levels currently demand new qualifications and knowledge from modern-day teachers, including digital skills for effectively transmitting knowledge to learners to ensure that learning outcomes align with societal needs. Developing pre-service teachers poses a challenge in being educators who effectively transfer knowledge to learners. This study examined the digital skills competence required for future teachers, linking these skills with Thailand’s National Qualifications Framework for Higher Education, Professional Teacher Standards, and National Educational Standards. A total of 36 competencies across six areas have been identified. This paper analyzed 360 responses from a convenience sample of undergraduate education students in Thailand based on this validated instrument. The research findings indicated that users prioritize information technology and communication skills, necessitating a diverse range of skills, including search, tool usage, communication, and collaboration through technology. This data can be used to design learning management systems to develop digital skills aligned with the evolving needs and essential skills of future teachers.