TEACHERS’ PERSPECTIVES ON COMMUNITY-BASED AND DIGITAL PROJECT LEARNING MANAGEMENT TO ENHANCE DIGITAL INNOVATOR COMPETENCY OF SENIOR HIGH SCHOOL STUDENTS IN SAKON NAKHON PROVINCE

Abstract

This research article aims to examine teachers’ perspectives and experiences regarding the implementation of community-based learning combined with digital project work. It analyzes supporting and hindering factors and proposes development guidelines appropriate for secondary school contexts in Sakon Nakhon Province. In the digital era, learning must be authentically connected to real-life contexts and local communities; therefore, innovative instructional approaches that integrate community-based learning with digital projects play a crucial role in fostering students’ digital innovation competencies, creative thinking, systemic problem-solving skills, and the ability to develop innovations that genuinely respond to societal needs.  The study presents: (1) key concepts and the significance of community-based learning and digital project work; (2) teachers’ perspectives and experiences in secondary school settings; (3) supporting factors and constraints influencing implementation; (4) developmental strategies to enhance instructional quality; and (5) implications for policy and school–community practice. A qualitative research methodology was employed with 12 upper-secondary teachers in Sakon Nakhon Province, using Professional Learning Community (PLC) processes as the core mechanism. Research instruments included semi-structured interviews, classroom observation forms, and document analysis.  The findings reveal that teachers place strong emphasis on designing learning experiences that connect community contexts with digital project work ( = 4.52) and on employing systematic instructional procedures with competency-based and performance-based assessment (= 4.67). Key supporting factors include students’ enthusiasm (100%) and knowledge sharing through PLC processes (91.67%), whereas the major constraint is time limitation (91.67%). Appropriate developmental strategies encompass four dimensions: integrating community-based learning with digital projects ( = 4.73); designing content and activities based on real community issues ( = 4.68); utilizing diverse online digital tools and platforms ( = 4.82); and implementing competency-based and performance-based assessment ( = 4.77). The insights gained from this study can inform educational policy development, teacher and school improvement planning, and collaborative partnerships between schools and communities to enhance learners’ digital innovation competencies for the 21st century.