This research aims to evaluate current and desired conditions, develop innovative learning methods, and measure their effectiveness in enhancing Thai communication competencies among teachers in the 21st century. The core competencies include: Principles of the Thai language, listening, speaking, reading, and writing; the use of the language; communication etiquette; Thai language aesthetics; moral and communication ethics. The results showed that teachers' knowledge and skill competencies were at a moderate level, but their desire for improvement was high. Data analysis evidenced the effectiveness of the Thai language learning innovation; indeed, the posttest score of the teachers' Thai communication competency assessment was statistically significantly higher (70%) than the benchmark (p < .05).
TopIntroduction
Thailand’s National Education Plan 2017–2036 focuses on improving the quality and standard of education within the socio-economic context of the country and the world, driving innovation and creativity as well as the dynamics of intellectual society (Office of the Education Council, Ministry of Education, 2017). The educational process must encourage students to develop naturally and reach their full potential. In this regard, personnel’s competencies are paramount; they are related to performance and consist of knowledge, skill, and ability, among other characteristics. Competency is a behavioural attribute that allows personnel in the organization to perform their work more prominently than others (Hay Group, 2003; Narongwit Saenthong, 2007; Office of the Education Council, Education Council, 2018; Office of the National Education Commission, Office of the Prime Minister, 2002; Royal Academy, 2013; Tatchapong Sethabutr, 2012).
For a person to be successful, it is more important to have competencies than intelligence quotient (Hay Group, 2003). For example, Finland promotes the development of transversal competencies in learners using innovative multidisciplinary learning modules (Phongsathorn Mahawichit, 2017). Singapore provides education for the competency development of people in the 21st century, including information and communication skills, to prepare for the changing world (Ministry of Education, Singapore, 2010; UNESCO, 2010). In Thailand, this is also a priority. Student outcomes must include core subjects, learning and innovation skills, information media and technology skills, life and career skills, as well as internal and external factors contributing to learning (Pridi Pluemsamrankit, 2017; Wijarn Panich, 2013). Therefore, competency classification can be classified as a core competency, job competency or other aspects as appropriate (Narongwit Saenthong, 2007; Office of the Education Council, Ministry of Education, 2019; Sukanya Rassameethammachot, 2008).
Innovation, information, and communication technologies play a role in the learning process of Thai communities, and society is changing amid the advancement of science and technology through step-by-step development into educational innovation (Boerrcher, 2010; Kirati Yodyingyong, 2009; Krirk Thuaamklang, 2012). Especially in tertiary education, it is advisable to encourage the pursuit of learning habits by being self-taught and continuously seeking knowledge. Being prepared for the world of work is a crucial skill for the 21st century (Facione, 2011; Office of the Education Council, Ministry of Education, 2009; Partnership for 21st Century Skills, 2011; Trilling & Fadel, 2009). Podcasts, in particular, are a form of learning innovation that is easily accessible to learners, who can watch whenever they want to and repeat as many times as possible. Connecting to the Internet is optional. Therefore, podcasts are a very interesting medium to apply to the development of language skills for communication (Boerrcher, 2021; Witthaya Wichit, 2009). Podcasts can be used successfully to mitigate some challenges inherent in developing learners' communication skills (Suvarnaphaet & Suvarnaphaet, 2023).