DEVELOPING A FUTURE-ORIENTED ELECTRONICS CURRICULUM: INTEGRATING AI, IOT, AUTOMATION, AND ENTREPRENEURIAL SKILLS FOR THE DIGITAL WORKFORCE

Abstract

This study examines demand for electronics vocational teachers in Bangkok and surrounding metropolitan areas and identifies qualifications required in the digital workforce era. A mixed-methods design was employed. Quantitative data were collected via structured questionnaires from 200 respondents across enterprises and educational institutions; analyses included descriptive statistics (mean, SD), one-way ANOVA, and multiple regression. Qualitative data were gathered through in-depth interviews with 17 purposively selected informants and analyzed using content analysis. Results show enterprises most value skills in Artificial Intelligence (AI) and the Internet of Things (IoT) (Mean = 4.30, SD = 0.82), while institutions report shortages in automation-system expertise (Mean = 4.10, SD = 0.78). Perspectives significantly differ between enterprises and institutions (ANOVA, p < 0.05). Regression indicates industrial technology trends (β = 0.45, p = 0.001), AI/IoT skills (β = 0.42, p = 0.002), and practical teaching ability (β = 0.38, p = 0.003) as the strongest predictors of required qualifications. The study recommends reforming electronics curricula to integrate automation, AI, IoT, and embedded systems; emphasizing project-based and work-integrated learning; and strengthening entrepreneurial competencies. Certified teacher upskilling and sustained industry collaboration are essential to ensure relevance. The research offers an actionable framework to align vocational education with industry needs and develop future-ready electronics teachers in Thailand.