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<p>This study investigated how the integration of accessible digital technologies in self-directed STEAM learning affects teacher instructional competencies and student academic achievement in resource-constrained schools. In 29 educational opportunity expansion schools, a quantitative pre-experimental design with a one-group pre-posttest was used. 29 teachers and 375 eighth graders used a comprehensive digital learning platform. Teacher competence and student academic achievement changed significantly after the intervention. Additionally, teachers were satisfied with the intervention, indicating its acceptability and feasibility. While the pre-experimental design limits causal generalizations, the findings show that carefully designed technology integration, emphasizing accessibility and sustainability over technological sophistication, can change traditional barriers associated with limited resources. These results imply that educational policy and practice in developing countries should prioritize scalable, offline-capable digital solutions and teacher training in self-directed pedagogies rather than focusing solely on high-cost hardware infrastructure.</p>

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Enhancing self-directed STEAM learning through accessible digital technologies in resource-constrained schools

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月20日

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  • Chanankarn Suwanreang,
  • Kanitkan Pankaew,
  • Kittiya Plodkaew,
  • Nipa Jun-on

摘要

This study investigated how the integration of accessible digital technologies in self-directed STEAM learning affects teacher instructional competencies and student academic achievement in resource-constrained schools. In 29 educational opportunity expansion schools, a quantitative pre-experimental design with a one-group pre-posttest was used. 29 teachers and 375 eighth graders used a comprehensive digital learning platform. Teacher competence and student academic achievement changed significantly after the intervention. Additionally, teachers were satisfied with the intervention, indicating its acceptability and feasibility. While the pre-experimental design limits causal generalizations, the findings show that carefully designed technology integration, emphasizing accessibility and sustainability over technological sophistication, can change traditional barriers associated with limited resources. These results imply that educational policy and practice in developing countries should prioritize scalable, offline-capable digital solutions and teacher training in self-directed pedagogies rather than focusing solely on high-cost hardware infrastructure.