Enhancing innovative thinking of digital technology teacher students by using project-based learning - Case of Nakhon Sawan Rajabhat University in Thailand

Q: What teaching approach was used to enhance innovative thinking in the study?

The study used Project-Based Learning to promote innovative thinking among Digital Technology teacher students.

Q: How was innovative thinking measured in the quasi-experimental design?

Researchers used learning management plans based on Project-Based Learning, an innovative thinking assessment form, and a project assessment form.

Q: What were the main findings from the pretest and posttest results?

Posttest scores for all observed variables in innovative thinking were higher than pretest, with significant differences between pretest and posttest latent variables at the 0.01 level.

Oct 15, 2026

Uploaded by Mabel

Research examines how Project-Based Learning influences innovative thinking among Digital Technology teacher students at Nakhon Sawan Rajabhat University in Thailand. A quasi-experimental one-group pretest/posttest design was conducted with 29 third-year students. Learning management plans, an innovative thinking assessment form, and a project assessment form were used. Analysis employed percentages, means, standard deviations, t-tests, and Pearson correlation, showing higher posttest innovative thinking, significant pre/post differences, project scores in a defined range, and multiple significant correlations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Innovation and project management context

21st-century competencies for young innovators

Innovative thinking in teacher education

Asian Journal of Contemporary Education ISSN(e): 2617-1252 DOI: 10. 55493/5052 . v9i2 .5529 Vol. 9, No. 2, 184-198. © 2025 AESS Publications. All Rights Reserved. Enhancing innovative thinking of digital technology teacher students by using project-based learning: Case of Nakhon Sawan Rajabhat University in Thailand Siribhorn Buranahirun 1 Wudhijaya Philuek2+ 1,2Faculty of Education, Nakhon Sawan Rajabhat University, Thailand. 1Email: [siriporn.p@nsru.ac.th](siriporn.p@nsru.ac.th) [2](2Email: wudhijaya@nsru.ac.th)[Email:](2Email: wudhijaya@nsru.ac.th)[ ](2Email: wudhijaya@nsru.ac.th)[wudhijaya@nsru.ac.th](2Email: wudhijaya@nsru.ac.th) (+ Corresponding author) ABSTRACT Article History Received: 28 May 2025 Revised: 30 July 2025 Accepted: 7 August 2025 Published: 11 August 2025 Keywords Innovative thinking Nakhon Sawan Rajabhat University Project-based learning Teacher students. This research aimed to study students’ innovative thinking by using Project-Based Learning. The quasi-experimental one-group pretest/posttest design was implemented for the target group, which consisted of 29 third-year Digital Technology teacher students who were enrolled in the second semester of the academic year 2023. Research instruments included learning management plans based on Project-Based Learning, an innovative thinking assessment form, and a project assessment form. The statistics such as percentage, mean, standard deviation, t-test, and Pearson's correlation coefficient were used for data analysis. The result showed 1) there was posttest score of all observed variables in innovative thinking higher than pretest, 2) there was different between pretest and posttest of latent variables in innovative thinking a significance level of 0.01 (p<.01), 3) the score of project works were between 77-88 points, 4) the correlation coefficients between observed variables with statistically significant values different from zero (p<.01) were 42 pairs and from zero (p<.05) were 21 pairs, and 5) the correlation coefficients between latent variables with statistically significant values different from zero (p<.01) were 6 pairs. The results show that Project-Based Learning can be used to promote innovative thinking in digital technology teacher-students, which may be applied to other teacher-students in the future. Contribution/ Originality: This research is a study of the implementation of the Project-Based Learning approach to promote innovative thinking among Digital Technology for Education teacher students, which encourages them to develop innovative projects that are one of the content areas and capabilities they will need to use in teaching students in the future. 1. INTRODUCTION The rapid growth in technology and markets is pushing companies to increase their innovation efforts and speed up product launches. Despite this, many innovations often result in disappointment due to high uncertainty, risk, and disruptive trends in today's business environment. Successful innovation requires good execution, emphasizing the importance of focusing on projects as part of the innovation process. By merging innovation and project management principles, companies can better focus on critical issues in innovative and disruptive environments, leading to more effective execution. Overall, the paper suggests that companies can achieve innovation success by integrating project management practices with innovation efforts, ultimately improving their ability to bring ideas to market successfully (Shenhar et al., 2020) . The 21st century emphasizes innovation in various fields like science, education, and culture, focusing on creative transformation and world improvement (Anufrieva, Ivanova, Pereverzeva, Cheshenko, & Ovsyannikova, 2020) and to develop young innovators for the 21st-century workforce, a comprehensive set of skills and competencies is essential. Key competencies include critical thinking, creativity, problem-sol

FAQs

What teaching approach was used to enhance innovative thinking in the study?

The study used Project-Based Learning to promote innovative thinking among Digital Technology teacher students.

How was innovative thinking measured in the quasi-experimental design?

Researchers used learning management plans based on Project-Based Learning, an innovative thinking assessment form, and a project assessment form.

What were the main findings from the pretest and posttest results?

Posttest scores for all observed variables in innovative thinking were higher than pretest, with significant differences between pretest and posttest latent variables at the 0.01 level.

Oct 15, 2026

Uploaded by Mabel