Effects of the ACTIVE training program on teachers' development of key competency-based active learning and project-based learning

Abstract

This study examined the effects of the ACTIVE Training Program on teachers' development of competency-based active learning and project-based learning (PBL). The ACTIVE Training Program—Activate-Connect-Transform-Integrate-Validate-Empower—was designed to address the gap between Thailand's educational policies and classroom implementation. Using a mixed-methods pre-experimental design, the study involved 50 basic education teachers from a private elementary school in Satun province, Thailand. Results demonstrated significant improvement in teachers' knowledge, with a normalized gain index of 0.77 (high level), and mean scores increasing from 9.68 to 17.58 points. Teachers showed high ability in designing learning activities integrating four active learning dimensions with five key competencies. Qualitative analysis revealed substantial changes in understanding of active learning concepts (62.00%), learning activity design skills (38.00%), and classroom application intentions (82.00%). Activities with greatest impact included the self-reflection letter writing and thinking/problem-solving tasks. Teachers reported highest satisfaction with the trainer and atmosphere, followed by the training process. The findings suggest that structured professional development incorporating emotional engagement, reflective practice, and collaborative design can transform teachers from content deliverers to learning architects capable of implementing competency-based education. The study contributes to understanding how teacher training can bridge policy-practice gaps in the Thai context, while offering a promising approach for teacher professional development aligned with 21st-century learning.