DEVELOPMENT OF THE COMPETENCIES OF EDUCATIONAL TECHNOLOGY AND COMMUNICATIONS STUDENTS THROUGH WORK-INTEGRATED LEARNING IN A SCHOOL CONTEXT

Abstract

This study used a quasi-experimental design with a one-group pretest-posttest approach. The goal was to develop student competencies through work-integrated learning in a school context. The target group was 21 fourth-year students in the Bachelor of Education Program in Educational Technology and Communications. These students were enrolled in Course 101403, Teaching Practicum in School 2. The course was offered in the second semester of the 2025 academic year at Nakhon Ratchasima Rajabhat University. Participants were selected through purposive sampling. Research instruments included a self-assessment competency form, a mentor teacher assessment form, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and t-test. Key findings were as follows: (1) Student self-assessed competency was high before implementation (x̄= 4.08, SD = 0.53) and highest after (x̄= 4.63, SD = 0.37), with a statistically significant increase at the .05 level; (2) Mentor teachers rated competency at the highest level (x̄= 4.68, SD = 0.30); (3) There was no significant difference between post-implementation self-assessment and mentor assessment; (4) Students reported the highest satisfaction with work-integrated learning (x̄= 4.80, SD = 0.37). In summary, work-integrated learning effectively enhanced students' competencies and professional experience in schools.