Effectiveness of an instructional model to enhance digital skills, creative problem-solving, critical thinking and achievement motivation for higher vocational certificate students

Oct 15, 2026

The research investigates the effectiveness of a learning management model designed to strengthen digital skills, creative problem-solving, analytical thinking, and achievement motivation among higher vocational certificate students. An analytic-descriptive design is used with 30 second-year students selected through cluster random sampling, using classrooms as sampling units. Instruments include a learning management model, digital skills assessment, creative problem-solving assessment, analytical thinking ability assessment, and achievement motivation assessment. Data are analyzed with percentages, means, standard deviations, and dependent-samples t-tests, showing significant post-instruction improvements at the 0.05 level and overall high achievement motivation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Abstract

Introduction

Conceptualizing the core competencies

Pedagogical threads: From constructivism to phenomenon-based learning

Empirical gaps specific to Thai vocational education

African Educational Research Journal Vol. 14(1), pp. 321-328, March 2026 ISSN: 2354-2160 Full Length Research Paper Effectiveness of an instructional model to enhance digital skills, creative problem-solving, critical thinking and achievement motivation for higher vocational certificate students Prachachart Onkhum, Phichittra Thongpanit* and Sarit Srikhao Faculty of Education, Nakhon Phanom University, Thailand. Accepted 29 January, 2026 | ABSTRACT
The main objective of this research is to investigate the effectiveness of a learning management model for enhancing digital skills, creative problem-solving, analytical thinking, and achievement motivation among higher vocational certificate students. This is an analytic-descriptive study. A sample group of 30 secondyear higher vocational certificate students was chosen via cluster random sampling. Classrooms were used as the sampling units. The research instruments included the learning management model, a digital skills assessment scale, a creative problem-solving assessment scale, an analytical thinking ability assessment scale, and an academic achievement motivation assessment scale. The statistics used for data analysis were percentages, means, standard deviations, and t-tests (dependent samples) to test for differences in means. The research findings revealed the following: the students' digital skills after receiving instruction using the model were significantly higher than before receiving instruction, at the .05 level; the students'creative problem-solving scores after receiving instruction using the model were significantly higher than before receiving instruction, at the .05 level; the students' critical thinking ability after receiving instruction using the model was significantly higher than before receiving instruction, at the .05 level; the students who received instruction using the model demonstrated achievement motivation that was overall at a high level.
Keywords: Instructional model, digital skills, creative problem-solving, critical thinking, achievement motivation. | | --- | | *Corresponding author. E-mail: [Phichittra@npu.ac.th](Phichittra@npu.ac.th). | INTRODUCTION The accelerating transition to a digital society has reshaped the entire skills landscape. UNESCO (2022) emphasizes that vocational education, traditionally focused on providing mid-level technical labor, must now cultivate professionals who are "digitally-augmented" and capable of continuous learning, solving complex, unstructured problems, and self-regulating their motivation. The World Economic Forum (2020) similarly identifies creative problem-solving, critical analysis, and self-directed learning as the top competencies most relevant to emerging job sectors. However, large-scale audits of Thai vocational colleges highlight a persistent reliance on teacher-centered methods, such as demonstrations, note-taking, and algorithmic replication (Thongpanit, 2021) . This mismatch between the curriculum and the demands of Industry 4.0 has contributed to a significant "competency gap," which this study seeks to address. Conceptualizing the core competencies In today’s digital landscape, digital skills go beyond basic ICT operations. They now involve the strategic ability to Afr Educ Res J 322 access, curate, and create knowledge artifacts while navigating concerns such as privacy, security, and algorithmic bias (Audrin, Audrin and Salamin, 2024) . Creative problem-solving (CPS) is defined as the process of generating and refining novel ideas within real-world constraints (Treffinger, Isaksen and Dorval, 2003), and it is critical for navigating complex, ever-changing environments. Critical thinking (CT) involves the careful evaluation of evidence, identifying underlying assumptions, and constructing reasoned arguments (Thayer, 2006) . Finally, achievement motivation, framed within self-determination theory (SDT), reflects the intensity and persistence of mastery-oriented

FAQs

What learning outcomes does the study aim to improve?

The model targets digital skills, creative problem-solving, analytical/critical thinking ability, and achievement motivation among higher vocational certificate students.

How were participants selected and how was the study conducted?

Thirty second-year students were selected via cluster random sampling, with classrooms as sampling units, using an analytic-descriptive approach.

What instruments and statistical methods were used to evaluate effectiveness?

Assessment tools included scales for digital skills, creative problem-solving, analytical thinking, and achievement motivation; analysis used percentages, means, standard deviations, and dependent-samples t-tests.

Oct 15, 2026

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