Abstract

This study aimed to investigate the components and indicators of scientific mind among secondary school teachers in the digital era under the Office of the Basic Education Commission. The research methodology employed document research to examine principles, concepts, and theories from relevant documents, textbooks, and research studies both domestically and internationally. Data were collected, analyzed, and synthesized to identify the components and indicators of scientific mind among secondary school teachers. The research instruments included document recording forms and assessment forms for evaluating the appropriateness of components and indicators, which were validated by nine experts. The findings revealed that: 1) The scientific mind of secondary school teachers under the Office of the Basic Education Commission consists of six components: (1) open-mindedness, (2) curiosity, (3) thoroughness, (4) rationality, (5) critical thinking, and (6) perseverance. Overall, each component was rated at the highest level of appropriateness; 2) The component and indicators of open-mindedness were rated at the highest level of appropriateness; 3) The component and indicators of curiosity were rated at the highest level of appropriateness; 4) The component and indicators of thoroughness were rated at the highest level of appropriateness; 5) The component and indicators of rationality were rated at the highest level of appropriateness; 6) The component and indicators of critical thinking were rated at the highest level of appropriateness; 7) The component and indicators of perseverance were rated at the highest level of appropriateness. Analysis of priority needs identified thoroughness, critical thinking, and rationality as the components requiring most urgent development in the current educational context. The findings provide a framework for enhancing scientific mindset development programs that address the challenges of science education in digital learning environments.

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