ACADEMIC ADMINISTRATION IN THE DIGITAL AGE BASED ON THE FOUR PRINCIPLES OF IDDIPADA OF SCHOOL ADMINISTRATORS UNDER THE CHAIYAPHUM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

This research aimed to 1) study the status of academic administration in the digital era by school administrators under the Office of the Office of Chaiyaphum Primary Educational Service Area 2; 2) study academic administration in the digital era according to the Four Iddhipada Principles by school administrators under the Office of Chaiyaphum Primary Educational Service Area 2; and 3) propose guidelines for academic administration in the digital era according to the Four Iddhipada Principles by school administrators under this office. The research results were as follows: 1. Administrators, teachers, and educational personnel had high overall and aspect-based opinions on the status of academic administration in the digital era by school administrators under the Office of Chaiyaphum Primary Educational Service Area 2. The highest-scoring aspect was curriculum development, followed by learning process development. The lowest-scoring aspect was educational evaluation and assessment. 2. Administrators, teachers, and educational personnel had high opinions overall on academic administration in the digital era according to the Four Iddhipada Principles. The highest-scoring aspect was educational media development according to Vimamsa, followed by evaluation and assessment according to Citta. The lowest-scoring aspect was curriculum development according to Chanda. 3. Guidelines for academic administration in the digital era according to the Four Iddhipada Principles by educational institution administrators under this office, based on interviews with five key informants, were as follows: The first aspect, curriculum development according to Chanda, suggests that administrators should create satisfaction among teachers by organizing internal and external training. The second aspect, learning process development according to Viriya, recommends that administrators encourage teachers to develop diverse learning processes to integrate digital media into teaching. The third aspect, educational media development according to Vimamsa, advises that administrators encourage teachers to develop digital media and organize training on new media formats to increase student engagement. The fourth aspect, digital technology development according to Citta, suggests that administrators should implement policies encouraging teachers to seriously develop digital technology to improve student learning outcomes. The fifth aspect, evaluation and assessment according to Citta, advises that administrators encourage teachers to use communication tools and digital technology for evaluation and assessment with students.