The Development of Educational Innovation for Learning Management in the Thai Education System

Abstract

Innovation is regarded as a crucial factor in the advancement of organizations as it facilitates their progress towards fulfilling their missions and objectives. This significance is particularly pronounced in the domain of educational innovation, as education serves as the core driver for individual development, societal advancement, and national prosperity. This article aims to study the development of educational innovation for learning management in the Thai education system.
Through meticulous examination and analysis, it is observed that the development process of educational innovation adheres to the specific characteristics of the intended developmental endeavors. The nature of such innovation can be both abstract and concrete, contingent upon the identity of the developer and the underlying objectives that drive the innovation process. In terms of the development of educational innovation for learning management, it can be pursued through an intellectual construct, which entails the implementation of teaching and learning methodologies that underscore the generation of new knowledge and original creations. This is achieved through the application of intellectual processes, encompassing cognitive faculties such as critical thinking, reasoning, and problem-solving, alongside social processes that involve collaborative group dynamics. Moreover, the approach encourages interactive learner engagement and active participation within the learning process, enabling learners to assimilate knowledge effectively.
Furthermore, there has been a notable transformation in the landscape of learning management methodologies, marked by the pervasive integration of information technology. This encompasses diverse formats, including online modalities facilitated through electronic media and blended learning approaches amalgamating traditional and digital educational environments. Consequently, educators and learners at all educational levels must adapt to these evolving paradigms, affording learners the flexibility to engage in learning experiences irrespective of geographical and temporal constraints.