Evaluation of AI competency development training program for teaching and learning management in quality schools under the 1 district 1 quality school policy of the secondary educational service srea of-fice Samut Sakhon Samut Songkhram engagement in higher education

Abstract

This study examined the effectiveness of a professional development program aimed at enhancing teachers’ competencies in integrating artificial intelligence (AI) into teaching and learning within quality schools under the “One District, One Quality School” policy of the Secondary Educational Service Area Office Samut Sakhon–Samut Songkhram. The evaluation encompassed four dimensions—reaction, learning, behavior, and results—using a mixed-methods approach with 303 participating teachers. Data were collected through questionnaires, achievement tests, behavioral observation forms, and semi-structured interviews, and analyzed using descriptive statistics, paired t-tests, and qualitative content analysis. Results indicated that participants’ reactions to the program were overwhelmingly positive, with the strongest endorsement for its alignment with the policy. Knowledge acquisition improved significantly (p < .001), with mean scores increasing from 12.45 (62.25%) pre-training to 16.78 (83.90%) post-training. Behavioral engagement was consistently high, particularly in sustained participation throughout activities. In terms of workplace application, teachers reported adopting AI tools in lesson planning, which fostered greater student engagement and improved academic outcomes, although limitations related to infrastructure and time constraints persisted. Overall, the program demonstrated substantial effectiveness in advancing teachers’ knowledge, skills, and attitudes toward AI integration, contributing to measurable improvements in instructional quality and student learning.