THE DEVELOPMENT OF INNOVATIVE MANAGEMENT MODEL UTILIZING ARTIFICIAL INTELLIGENCE TECHNOLOGY BY EDUCATIONAL ADMINISTRATORS TO ENHANCE STUDENTS’ INNOVATIVENESS UNDER THE OFFICE OF UTHAI THANI PRIMARY EDUCATIONAL SERVICE AREA 1

Abstract

                This research aimed to 1) study the fundamental information concerning the management of innovation using artificial intelligence (AI) technology by school administrators in order to enhance students’ innovation competency, 2) develop a model for managing innovation through AI technology by school administrators to foster students as innovators, 3) investigate the results of applying the developed innovation management model with AI technology by school administrators to promote students’ innovative capacity, and 4) evaluate the effectiveness of the developed innovation management model with AI technology implemented by school administrators for enhancing students’ innovative skills.The sample consisted of 48 school administrators, 563 teachers, and 340 students at the primary level (Grades 4–6), totaling 951 participants, obtained by multi-stage random sampling. The informants included five experts for in-depth interviews, eleven experts for focus group discussions, and nine experts for model and manual evaluation. The research instruments were interview forms and questionnaires. Data were analyzed using content analysis, frequency, percentage, standard deviation, and the Priority Need Index (PNI).       

The findings were as follows; 1. Regarding the current state of innovation management, school practices were rated at a high level, while the desired state was rated at the highest level. The order of priority needs, from highest to lowest, was: 1) innovation management process, 2) innovation output, 3) infrastructure and technology, 4) organizational culture, 5) policy and strategy formulation, and 6) personnel development. 2. The developed model of innovation management with AI technology for school administrators to enhance students’ innovation competency consisted of five components: model principles, model objectives, model content, measurement and evaluation, and conditions of success. The model’s appropriateness was evaluated at the highest level. 3. The trial implementation of the developed model indicated that practices were carried out at the highest level, reflecting the effectiveness of the model in promoting innovation management at all levels. 4. The evaluation of students’ innovation competency in schools under Uthai Thani Primary Educational Service Area Office 1 revealed that post-implementation scores were higher than pre-implementation scores. Furthermore, school administrators developed a total of 48 innovations, teachers developed 120 learning management innovations, and students created 60 self-learning innovations. The model was evaluated at the highest level in all four criteria, with the highest mean score in appropriateness, followed by usefulness, feasibility, and accuracy, respectively.