The Synergy of MOOCs, Synchronous and Asynchronous Approaches in Developing a Technology-Integrated Learning Curriculum with Coaching and Mentoring for Science Teachers in the Chiang Mai Education Sandbox

Abstract

This study investigates the impact of a professional development program integrating MOOCs, workshops, and mentoring to support teachers within Thailand’s Education Sandbox policy. Grounded in the TPACK framework, the study employed a mixed-methods design to examine shifts in technological integration, pedagogical awareness, and teacher confidence. Quantitative data from 68 participants were analyzed through descriptive statistics and cross-tabulation. Results showed significant gains in all TPACK domains and a marked progression in the Technology Integration Matrix (TIM) levels. The number of teachers not using any technology dropped by 90%. Thematic content analysis of teacher reflections and mentor notes highlighted increased self-awareness, deeper understanding of student engagement through technology, and ongoing challenges related to digital adaptation. Mentorship emerged as a critical factor, providing just-in-time support, reflective questioning, and emotional encouragement. The findings affirm that human-centered coaching significantly enhances the effectiveness of scalable online learning formats such as MOOCs. This research offers practical insights for designing transformative teacher development that is data-informed, context-sensitive, and sustainable in resource-constrained environments.