Skills4Tech III

Background

Skills4Tech III is a continuation of Skills4Tech I–II, developed through collaboration among B.Grimm Power Public Company Limited, Chitralada Technology Institute, Kenan Foundation Asia, and STEM Sims, LLC from the United States.

Skills4Tech I–II was implemented from 2022 to 2024 with the primary objective of strengthening the teaching capacity of teachers and instructors through modern pedagogical approaches and technologies. The project aimed to develop STEM, technical, and essential 21st-century skills needed for industry work through blended learning. This included integrating simulation software and inquiry-based learning into classroom instruction for vocational certificate students, as well as conducting action research to study students’ learning outcomes.

From 2025 to 2026, the project continued into its third phase. Skills4Tech III builds on the objectives of the first two phases by supporting science and mathematics teachers in vocational colleges and expanding collaboration with private colleges through an additional partnership with the Association of Private Technological and Vocational Education Colleges of Thailand.

The project continues to strengthen teachers’ skills in integrating educational technology, using AI as a tool for instructional design, applying teaching approaches that promote student engagement, and embedding green skills to support industrial sustainability. It does this by strengthening change-maker teachers, or master teachers, from the first two phases, enabling them to serve as catalysts for the sustainable expansion of projects.

Objectives

The main goal of the third phase is to develop students’ STEM, 21st-century, and green skills so they can become effective members of the workforce in modern industry. The project prepares students to adapt to technology and acquire key skills for future careers.

A key mechanism is strengthening master teachers’ expertise so they can lead change by designing blended learning modules. These modules integrate educational technology, inquiry-based learning, green skills for industrial sustainability, and learning assessment aligned with new teaching and learning approaches. AI is also used as one tool to support lesson design.

The master teachers will transfer knowledge and expand the approach to science and mathematics teachers in vocational colleges, while also strengthening teacher networks to continuously improve teaching and learning practices.

Activities

1. Convene master teachers to identify development gaps and select and design modules suitable for integrating technology into teaching and learning.
2. Conduct training to strengthen expertise in areas aligned with the project objectives and prepare master teachers to serve as mentors.
3. Convene experts and master teachers to refine and finalize the modules.
4. Train project teachers through master teachers.
5. Organize professional learning community (PLC) activities and mentoring sessions to promote peer learning among teachers and support classroom application by project teachers, guided by master teachers.
6. Convene master teachers to summarize learning from the PLC and mentoring sessions.
7. Hold a project wrap-up meeting.

Expected Results

The key expected results of the project are seven master teachers with the expertise and readiness to expand the project in the current and future phases, and 20 science and mathematics teachers who complete the project’s training and professional learning community process and are able to adapt their teaching practices using the project approach, leading to improved student learning outcomes.