Abstract

This study developed and validated a competency enhancement program for vocational teachers in Northeastern Thailand, addressing critical gaps in active learning implementation and entrepreneurship education. Using an exploratory sequential mixed-methods design, data were collected from 321 teachers across 23 vocational colleges and nine expert informants. The Modified Priority Needs Index (PNImodified) revealed measurement and evaluation and instructional media development as very high priority competencies. The resulting five-modules program demonstrated high appropriateness. This research contributes an empirically validated framework integrating active learning pedagogy with entrepreneurship education, offering scalable implications for vocational education systems in emerging economies.

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