Development of Muay Thai Teachers Higher Competency Model in the 21st Century Learning Management

Abstract

This research aims to: 1) study the higher competency of Muay Thai teachers in 21^st century learning management; 2) analyze the components for developing the higher competency of Muay Thai teachers; 3) construct and validate a model for developing the higher competency of Muay Thai teachers in 21^st century learning management; and 4) evaluate the developed model's feasibility, utility, and satisfaction. The study employed a Research and Development (R&D) methodology. The sample groups were: 1) individuals providing data on the factors influencing the needs for developing the higher competency of Muay Thai teachers; 2) interviewees regarding the components for developing the higher competency of Muay Thai teachers; 3) experts evaluating the accuracy and appropriateness of the model; and 4) evaluators assessing the model's feasibility and utility. The research instruments included: 1) a questionnaire on the factors influencing the needs for developing the higher competency of Muay Thai teachers; 2) an interview form for analyzing the components for developing the higher competency of Muay Thai teachers; 3) an evaluation form for assessing the model's accuracy and appropriateness; and 4) an evaluation form for assessing the model's feasibility, utility, and satisfaction. Qualitative data were analyzed using content analysis, while quantitative data were analyzed with a statistical software package to determine percentages, means, and standard deviations. The findings were then presented in a descriptive format. The results of the study revealed that 1) There is a significant "competency gap" between the current state and the desired state, particularly in the areas of technology integration, active learning management, learner motivation, and foreign language proficiency. 2) The synthesized higher competency components, based on the KPA-ADRIC framework, comprise eight domains: Knowledge, Practical Skills, Attitudes and Ethics, Active Learning Management, Digital and AI Literacy, Design Thinking, Flexibility, and Thai-Global Citizenship. 3) The developed "THAI-GLOBAL Model" integrates the wisdom of Thai boxing with modern learning innovations, digital technology, and a learner-centered instructional approach. The expert evaluation confirmed the model's accuracy and appropriateness were at the highest level. And 4) The evaluation results of the model indicated that its feasibility and utility were at the highest level, demonstrating its potential for practical application in both educational institutions and Muay Thai camps.