Developing Teachers' Learning Empowerment by Design Thinking for Teachers in Educational Opportunity Expansion School in Thailand: Participatory Action Research

Abstract

The research methodology used was participatory action research. The first step, the research investigates the elements and behavioral indicators of learning empowerment for teachers. A questionnaire was administered to 800 respondents, consisting of 400 administrators and 400 teachers respectively. The researchers used stratified random sampling techniques to select the respondents. The initial identified four factors and 40 indicators of a teacher-learning empowerment model. Step 2, investigate the need for design thinking-based learning empowerment for teachers in educational opportunity expansion school.  The need assessment results showed that Collaborative goal setting (PNImodified = 0.32) is the most essential factors of teacher-learning empowerment model. This is followed by Providing opportunities for creative growth (PNImodified = 0.28) and real experience-based learning (PNImodified = 0.26). The least capacity factor is Growth mindset (PNImodified = 0.25). In Step 3, investigate how design thinking-based might enhance learning empowerment for teachers in educational opportunity expansion school. Learning real experiences. The project participants consisted of 19 administrators and teachers from Ban Khanuan School. In conducting the research, through joint activities between teachers and school administrators, it was found that 1) school administrators promoted teachers to be able to apply the design thinking process in teaching and learning; 2) school administrators actively supported and promoted teachers' self-development; 3) administrators and teachers were able to effectively use the 5-step design thinking process; and 4) each step was clearly implemented