DIGITAL TECHNOLOGY UTILIZATION FOR DEVELOPING FUTURE EDUCATIONAL LEADERSHIP SKILLS OF MASTER’S DEGREE STUDENTS IN EDUCATIONAL ADMINISTRATION
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Abstract
This study aimed to (1) examine the level of digital technology utilization for developing future educational leadership skills among master’s degree students in Educational Administration, and (2) explore guidelines for enhancing the use of digital technology to strengthen future educational leadership competencies. A mixed-methods research design was employed. The quantitative sample consisted of 125 master’s degree students in Educational Administration at Nakhon Ratchasima College during the 2025 academic year, selected through purposive sampling. Research instruments included a questionnaire and open-ended questions or semi-structured interviews. The qualitative data were obtained from 10–15 key informants. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through content analysis.
The findings revealed that:
- The overall level of digital technology utilization for developing future educational leadership skills among master’s degree students was at a high level. Among the dimensions, digital communication and collaboration skills showed the highest mean score, whereas data-driven decision-making skills demonstrated a relatively lower mean compared to other dimensions.
- Guidelines for enhancing the use of digital technology to strengthen future educational leadership skills comprised five key aspects: (1) development of educational administration curricula, (2) implementation of practice-based learning, (3) enhancement of data literacy skills, (4) consideration of school context, and (5) promotion of digital leadership attitudes. These findings led to the synthesis of new knowledge in the form of a Digital Leadership Competency Model for Future Educational Administration, consisting of four components: digital strategic thinking, digital communication and collaboration, data-driven decision-making, and innovation and digital change management. This model can serve as a conceptual framework for curriculum development and learning management to systematically prepare future educational administrators for leadership in the digital era.
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