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(2026) . Prioritizing software development skill needs for Thai pre-service computer technology teachers. Contemporary Educational Technology, 18(2), Article ep638 .  \n[https://doi.org/10.30935/cedtech/18039](https://doi.org/10.30935/cedtech/18039)  \nARTICLE INFO ABSTRACT  \n\n| Received: 10 Aug 2025\u003Cbr>Accepted: 26 Jan 2026 | This study aimed to evaluate the current and desired software development skills within the context of Thai undergraduate teacher education. Specifically, the study investigated pre-service computer technology students’ perceptions of secondary learners’ software skill needs in authentic classroom contexts. Seventy-nine participants, including pre-service students, instructors, and teaching mentors, were selected via simple random sampling in June 2025. Data were collected using a 5-point Likert-scale questionnaire measuring current (D) and ideal (I) skill levels, with internal consistency coefficients of 0.87 and 0.96, respectively. The PNImodified (priority needs index modified) method and paired t-tests were used to analyze the gaps. Results showed that participants perceived actual skill levels as generally ‘competent’, while the desired levels were rated as ‘ proficient’. The highest training needs were observed in deployment& maintenance (GSA6), followed by programming (GSA4), requirements analysis (GSA2), testing (GSA5), design (GSA3), and planning (GSA1), respectively. These findings highlight the need to align educational curricula with real-world software development practices, including DevOps, secure coding, and testing frameworks.\u003Cbr>Keywords: PNI, pre-service ICT teachers, priority needs assessment, software development lifecycle, software development skills, perception gap |\n| --- | --- |\n| INTRODUCTION |  |\n\nRapid advances in software and digital technology are reshaping industry demands, requiring higher education to continually adapt curricula. In Thailand, graduates of Bachelor of Industrial Education programs in computer technology must be prepared not only for roles in education but also for direct entry into the technology sector. This dual career pathway demands both pedagogical expertise and technical proficiency, especially in software development skills that align with real-world workplace needs.  \nInformation technology (IT) stands at the forefront of global economic growth, unlocking limitless possibilities for innovation in an increasingly connected world (Wuttikamonchai et al., 2024) . With AI and Industry 4.0 transforming how people work, learn, and communicate, students entering information and communications technology (ICT) and software fields must be innovative, agile, and digitally fluent to meet emerging demands (Aithal & Maiya, 2023; Kaliraj & Devi, 2022; Sahai & Rath, 2021) .  \nSoftware development has emerged as a core competitive force in the digital economy, with a study from Gartner (2025) showing that spending in Thailand on software and related data centers will reach $27.9 billion in 2025 (Gartner Forecasts Worldwide IT Spending, 2024), while global IT spending will reach a staggering $5.74 trillion in 2025, an increase of 9.3% from 2024 (Gartner, 2025) . Although these numbers show phenomenal growth, the skilled labor needed to support the infrastructure and its growth is woefully lacking, according to various recent st","cbCaimS8dMIK2Wol","https://ap.wps.com/l/cbCaimS8dMIK2Wol","pdf",216436,11,"English","# Abstract\n# Introduction\n## Importance of Needs Assessment","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To evaluate the current and desired software development skills within Thai undergraduate teacher education and to examine learners’ perceived software skill needs in authentic classroom contexts.\"},{\"question\":\"How were the data and skill gaps analyzed?\",\"answer\":\"Data were collected using a 5-point Likert questionnaire for current (D) and ideal (I) skill levels, then analyzed with the PNImodified method and paired t-tests to identify gaps.\"},{\"question\":\"Which software development areas showed the highest training needs?\",\"answer\":\"Deployment \\u0026 maintenance had the highest training needs, followed by programming, requirements analysis, testing, design, and planning in that order.\"}]","Prioritizing software development skill needs for Thai pre-service computer technology teachers | PDF",1792090885,28]