Abstract

This study aimed to identify, develop, and validate components and indicators of academic management models in the digital era for improving academic achievement in secondary schools under Thailand’s Office of the Basic Education Commission. A mixed-method approach was employed, encompassing comprehensive literature review, qualitative content analysis, expert validation, and quantitative assessment. The research was conducted in three phases: 1) identification and development of components and indicators through literature review and content analysis; 2) validation of the model by nine experts in educational administration and academic leadership, using the Index of Item-Objective Congruence (IOC) and a 5-point rating scale; and 3) assessment of acceptance and feasibility by 434 secondary school administrators, along with evaluation of internal consistency using Cronbach’s alpha. Results revealed five key components with 16 indicators: curriculum, academic management process, learning activities, participation in education, and quality control of education. Expert validation indicated high suitability across all components (mean scores ranging from 4.56 to 4.70). The assessment by school administrators and teachers showed high acceptance and feasibility (overall mean 3.56). Internal consistency analysis demonstrated good to excellent reliability (Cronbach’s alpha 0.78–0.87 for individual components, 0.94 overall). This study provides a comprehensive, validated framework for academic management in the digital era, potentially contributing to improved educational outcomes in Thai secondary schools. Future research should focus on practical implementation and long-term impact assessment.

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