การวิเคราะห์ความไม่แปรเปลี่ยนสมรรถนะหลักของนักศึกษาอาชีวศึกษาระหว่างประเทศไทยกับประเทศจีน

Abstract

The objectives of this research are 1) to develop indicators of the core competencies of higher vocational education students in Thailand and China 2) to analyze the Invariance in the core competencies of higher vocational education students between Thailand and China 3) to develop guidelines for promoting the core competencies of higher vocational students between Thailand and China. The researcher conducted the research in 3 parts. Part 1: Literature review and related research were conducted to obtain components and indicators. Then, an interview form was created to interview 20 experts. The data obtained from the experts was analyzed qualitatively through content analysis. Part 2: A questionnaire was created to collect data. The validity was determined by IOC values (0.60 to 1.00) discrimination power (0.769 to 0.937) reliability for 9 aspects (between 0.968 - 0.987) and overall reliability (0.997) Data was then collected from 500 Thai and 500 Chinese vocational students. The data was analyzed using descriptive statistics, second-order confirmatory factor analysis (2nd-order CFA) using Mplus 7.4 program and testing of model invariance and parameter invariance in the core competency indicator model for higher vocational students between Thailand and China using R program. Part3: The results from steps 1 and 2 were used to organize a group seminar to find ways to promote competencies of higher vocational students between Thailand and China. The research results can be summarized according to the objectives as follows, there are 9 components and 28 indicators of core competencies for higher vocational students in Thailand and China. The components include communication, digital technology literacy, problem-solving, self-development, teamwork, innovation creation, learning new things, morality and ethics, and global mindset. The indicators are distributed across these components. The validity check of the core competency measurement model for Thai higher vocational student showed good fit indices: x^2= 280.992, df = 244, p-value = 0.0519, CFI = 0.998, TLI = 0.997, RMSEA = 0.017, SRMR = 0.020. For the Chinese model: x^2= 233.807, df = 201, p-value = 0.0562, CFI = 0.999, TLI = 0.997, RMSEA = 0.018, SRMR = 0.017, also indicating good fit. The analysis of multi-group structural equation model invariance for core competency indicators between Thai and Chinese students found that the model form varied between the two countries. The factor loadings of core competencies differed between Thai and Chinese vocational students. Guidelines for developing core competencies of vocational students are as follows, Vocational education management policy 1) Incorporate core competency development into vocational education personnel production standards 2) Create an atmosphere conducive to effective core competency development. For colleges 1) Adjust personnel production goals based on annual employment quality reports and industry needs 2)Fully utilize student activity platforms and promote international exchange programs 3)Explore and develop methods for assessing core competencies. For teachers 1) Reform teaching methods, use diverse teaching tools and mixed methods 2)Improve teachers' own competency structure. For internship establishments 1)Strengthen cooperation between educational institutions and enterprises to provide internship opportunities for vocational students.