A comparative analysis of 21st -century teaching competency perceptions among preservice teachers: Mahasarakham university

Abstract

This study investigated the 21st-century teaching competencies of preservice teachers at Mahasarakham University, with particular attention to perceived competency levels, gender-based differences, and disciplinary variations. A mixed-methods research design was employed, involving 190 final-year preservice teachers enrolled in professional experience training. Quantitative data were collected through a validated questionnaire encompassing five core domains: learning design and instructional management, innovation and information technology, authentic assessment, research for learning development, and moral, ethics, and teachers’ professional ethics. We collected qualitative data by interviewing 10 preservice teachers. Descriptive statistics and inferential analyses were conducted, supplemented by qualitative data from open-ended responses and interviews. The findings revealed that the overall competency level was high (x̄ = 4.32, S.D. = 0.35), with the highest scores in professional ethics and the lowest in research-related competencies. Male preservice teachers reported significantly higher scores in instructional design, while students majoring in humanities rated themselves higher in assessment and research domains compared to their peers in science-related fields. Qualitative feedback emphasized challenges in using advanced educational technologies and conducting research independently, citing limited digital infrastructure and insufficient support in research writing. The results underscore the need for curriculum enhancement, targeted support based on gender and disciplinary needs, and improved digital resources to foster more balanced professional growth.