Digital Technology Integration Model for Higher Vocational Mathematics Instructional Design in Shandong Province
This study systematically developed and validated a Digital TechnologyIntegration Model for Higher Vocational Mathematics Instructional Design in ShandongProvince (2023–2025). A literature review and the first Delphi round identifiedkeyproblems and corresponding solutions, which were refined into 40 operational coreelements and validated through IOC by five experts. The second and thirdDelphi rounds (n = 21) established consensus on a five-module model. A focus groupevaluated and improved the model, and a quasi-experimental study with 80 students, analyzed using independent sample t-tests, examined its effectiveness. The findings indicate that: Firstly, a high level of expert consensus was achieved in the third roundof theDelphi consultation, confirming the scientific validity and feasibility of themodel structure.Secondly, the KR-20 reliability analysis indicated satisfactory internal consistency of the test instrument, ensuring the credibility of the research findings. Thirdly, the experimental group demonstrated significantly greater improvement in mathematics achievement than the control group, verifying theinstructional effectiveness of the model in practice. The model optimizes instructional organization and digital resourceintegration, strengthens formative assessment, and supports data-driven decision- making. Compared with traditional approaches, it enhances learning engagement, facilitates personalized learning, and promotes students’ innovative andpractical competencies. Keywords: Digital technology integration model, Higher vocational mathematics, Instructional design, Delphi method, Focus group
Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology
ลิงค์ข้อมูลในระบบ Matrix
Digital Technology Management for Education