The Training Curriculum Development for Supervising Teachers to Enhance Competency in Thai Language Communicative Management Using a Coaching Model Integrated with Artificial Intelligence
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Abstract
Background and Aim: In 21st-century education, Thai language communicative competence is essential for supervisory teachers, who serve as mentors and instructional leaders. However, many professional development programs remain fragmented and insufficiently aligned with digital learning environments, modern pedagogy, and technological innovation. This study addresses this gap by developing an AI-integrated coaching curriculum to enhance communication management in Thai language instruction. The objectives were to examine current needs and barriers, design and validate the curriculum, implement it in an educational setting, and evaluate its effectiveness for further improvement.
Materials and Methods: This study adopted a mixed-methods exploratory sequential design, beginning with qualitative inquiry and followed by quantitative validation. The research process consisted of four stages. First, a needs assessment was conducted through document analysis and semi-structured interviews with 120 stakeholders, including supervisors, Thai language teachers, and educational experts. Second, the curriculum was designed and validated by five specialists. Third, the curriculum was implemented with 30 purposively selected supervisory teachers. Its effectiveness was assessed through pre- and post-tests measuring knowledge, communicative competence, instructional planning, and learner outcomes. Fourth, the curriculum was refined based on empirical results and participant feedback.
Results: The findings revealed a strong need for a structured training curriculum focused on communication management in Thai language supervision. The developed curriculum included clear pedagogical objectives, modular learning content, AI-assisted learning activities, coaching-based practices, and formative evaluation. Expert evaluation indicated that the curriculum was highly appropriate for professional development. After implementation, supervisory teachers showed statistically significant improvements in pedagogical knowledge and communicative competence (p < .05). Student teachers under their supervision also demonstrated strong performance in lesson planning (M = 4.55, SD = 0.66), instructional delivery (M = 4.57, SD = 0.53), and learner engagement (M = 4.59, SD = 0.71). Suggested improvements included expanding content depth, extending training duration, and providing post-training support.
Conclusion: This study presents an empirically grounded AI-supported coaching curriculum for improving Thai language communication management among supervisory teachers. The integration of AI with instructional coaching enhanced supervisory competence and responded to gaps in existing professional development practices. The findings indicate that the curriculum is practical, adaptable, and suitable for broader application in teacher development and Thai language instructional supervision.
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