Pongpith Tuenpusa, Somsak Boonpu, Perawat Chaisuk
This research contains objects to study TVET management conditions. In the Disruptive Technology era, TVET management models were developed. Buddhist style in disruptive technology and proposed TVET management style Buddhist genres of the Disruptive Technology era Focus on presenting vocational education management models by studying current problems and proposing development models and approaches to benefit the drive for vocational education management using mixed research, quantitative data from a sample of instructors. Under the Office of the Vocational Education Commission, 430 examples of qualitative data from interviews with 13 experts, group discussions, 9 experts. There are two stages of development: 1) Form model creation, studying relevant theoretical concepts and research, and information from expert interviews, 2) Examining the model's fidelity with expert evaluation. Inputs: TVET must adapt by leading Digital technology (Ubiquitous computing, collaboration technologies, extended reality technologies, AI, and Blockchain) integrated with teaching and learning. Organize students-based education. It is open to everyone to access education and to learn throughout their lives. Process: Consists of 4 activities: 1) administration, 2) teaching, instructor-centered, coaching, consulting, enhancing knowledge, building thinkers, learners. Create ideas Self-learning, self-reliance, activities, emphasis on how to think, collaborate. Innovate and media/content with open educational resources 3) Internships cooperate with bilateral establishments Cooperative Education and Factory Training and 4) Instructor Skills Output/Outcome: Learner skills include 1) technology integration skills and 2) Soft Skills: problem-solving skills, 4C's skills. Feedback /Improvements: Includes 1) Internal Quality Assessment 2) Research on Collaboration with Labor Market Demand 3) Research, Evaluation of Student Internships.