Development of Non-Formal Education Teachers’ Competence in Learning Design Using Artificial Intelligence Technology: A Case Study of Chanthaburi Non-Formal Special Education Center

Abstract

This study aimed to: (1) examine the satisfaction of non-formal education teachers at the Chanthaburi Non-Formal Special Education Center toward a blended training program designed to enhance their competence in learning design using Artificial Intelligence (AI); (2) compare the teachers’ competence in AI-based learning design before and after participating in the program; and (3) propose sustainable guidelines for applying AI in instructional design and development. A mixed-methods research design was employed, with data collected from 26 non-formal education teachers. Research instruments included pre- and post-training tests measuring competence in AI-based learning design and a satisfaction questionnaire using a 5-point rating scale. Content validity was verified with Index of Item-Objective Congruence (IOC) values ranging from 0.80 to 1.00, and reliability was confirmed with a Cronbach’s alpha coefficient of 0.95. In-depth interviews with five experts were conducted to suggest practical approaches for AI integration. The results revealed that: (1) the teachers’ satisfaction with the training program was at a high to highest level across the reaction, learning, behavior, and results dimensions; (2) post-training competence scores were significantly higher than pre-training scores (p < 0.05); and (3) AI application in teaching should focus on developing appropriate media and learner-centered activities, creating blended learning curricula, and establishing sustainable teacher learning communities. The findings indicate that the blended training program effectively enhanced the teachers’ competence and confidence in designing AI-based learning and can be sustainably applied in non-formal education settings.