Abstract

The purpose of the study was to examine the current and expected conditions, analyze the needs, and propose development guidelines for digital media management in early childhood education within the central northeastern region of Thailand. The study was designed as a quantitative survey research complemented by qualitative input. The participants were 194 teachers (97 early childhood teachers and 97 information technology teachers) selected through purposive sampling from 97 private schools across three provinces—Kalasin, Maha Sarakham, and Roi Et—with one early childhood and one IT teacher representing each school. The early childhood stage in this study refers to the formal preschool level for children aged 3–6 years, in accordance with Thailand’s Basic Education Core Curriculum (2017). The instruments were validated questionnaires with a five-point Likert scale and open-ended items to gather additional suggestions. Descriptive statistics—including mean, standard deviation, and percentage—and the Modified Priority Needs Index (PNI Modified) were employed for data analysis. The results show that the current condition of digital media management in the region’s early childhood education institutions was at a high level, while the expected condition was at the highest level, indicating a clear developmental gap. The highest needs were identified in effective management of digital media use and personnel management, emphasizing the necessity for clear screen-time policies, continuous digital literacy training, and school-level management frameworks. The study contributes empirical evidence supporting the development of comprehensive, school-based digital media management systems that ensure safe, equitable, and pedagogically meaningful technology use in early childhood education.

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