แนวทางการบริหารศูนย์การเรียนรู้ด้านโค้ดดิ้งตามวงจรคุณภาพของโรงเรียนในประเทศไทย

Abstract

This article aims to: 1) study the current conditions, problems, and suggestions for the management of coding learning centers; 2) examine best practices in the management of coding learning centers; and 3) draft and validate administrative guidelines for coding learning centers based on the quality cycle of schools in Thailand. The research employed a mixed-methods approach, with a conceptual framework based on quality cycle management across six areas: management, academic administration, personnel administration, budget administration, resource management, and network cooperation management. The study was divided into three phases 1) Studying the current conditions, problems, and suggestions for the management of coding learning centers. The target group consisted of 132 schools with coding learning centers nationwide, totaling 396 individuals. Data were collected using questionnaires and analyzed using mean, standard deviation, and inductive analysis. 2) Examining best practices in coding learning center management. The target group consisted of five model schools from four regions across the country, involving 15 participants (school administrators, coordinators, and teachers) selected based on specific criteria. Data were collected using structured interviews and analyzed inductively, with results descriptively presented. 3) Drafting and validating administrative guidelines for coding learning centers based on the quality cycle of schools in Thailand. The target group included nine individuals (school administrators, coordinators, and Digital Economy Promotion Agency executives) selected based on specific criteria. Data were collected using checklists and analyzed using mean, standard deviation, and content analysis. The research findings are as follows: The overall management of coding learning centers was rated at a high level, with resource management, general management, budget administration, academic administration, personnel administration, and network cooperation management ranked in descending order. However, issues such as policy gaps, coordination problems, outdated curricula, insufficiently trained personnel, inadequate budgets, equipment shortages, and limited network cooperation were identified. Recommendations include setting clear policies, updating curricula, planning succession and training, continuous budget allocation, providing adequate equipment, and developing cooperation networks through public relations and additional partnerships. Coding learning centers with best practices operated according to the school's specific objectives, such as improving educational quality, promoting 21st-century skills, and expanding cooperation networks. Operations were divided into four stages: planning (clear policies and vision, community and school board cooperation, annual operational plans, and efficient budget and resource allocation), implementation (goal communication, management support, teacher training, technology installation, and special learning activities), evaluation (outcome assessment, feedback from learners and teachers, learning outcomes evaluation, and technology use efficiency assessment), and improvement (updating plans and operations, seeking external funding, and continuous skill development for personnel). Success factors included clear goals, updated curricula, appropriate budget allocation, personnel skill development, efficient resource use, and cooperation network building with schools and universities, as well as support from private and external organizations. The administrative guidelines for coding learning centers based on the quality cycle of schools in Thailand comprised four main components: 1) objectives, 2) principles, 3) operational methods, and 4) success conditions. The objective is to provide practical guidelines for efficient center management. The principles include quality cycle management: planning (policy and vision setting, working group establishment, and annual operational planning), implementation (project execution, teacher training, and supplementary activities), evaluation (outcome assessment and feedback collection), and improvement (updating plans based on new circumstances). Success conditions include personnel management, budget allocation, efficient resource use, and systematic management. The validation results indicated that the guidelines for managing coding learning centers in all aspects were rated at the highest level and met the set criteria. The knowledge gained from this research highlights the importance of clear policy setting, modern curriculum development, appropriate resource management, and cooperation network building for effective management and maximized coding skills development for students.