Abstract

The rapid advancement of digital technologies has underscored the importance of Computational Thinking (CT) as a crucial feature of competency in contemporary education. However, it is still commonplace for teachers to face difficulties translating CT concepts into effective classroom practices. This study aspired to develop and implement a community-based Professional Development Program (PDP) integrating unplugged CT activities to strengthen teachers’ knowledge, instructional performance, and attitudinal readiness with regards to CT integration. Employing a mixed-method research design, the study was conducted across three stages: program design, activity package development, and implementation. The participants were 25 secondary school computer science teachers from Thailand’s three southern border provinces. Quantitative data were collected using a knowledge test and a performance assessment rubric; qualitative data were obtained from teachers’ written reflections and analyzed using thematic content analysis. The findings showed that the participating teachers scored significantly higher than the established criterion at the .05 level. Furthermore, their instructional performance exceeded the established benchmark. The qualitative findings indicated positive attitudinal responses, including increased awareness of CT in real-life contexts, greater engagement in experiential Community-Based Learning (CBL), enhanced confidence in designing unplugged activities, and a willingness to integrate CT into lesson planning. The results suggest that integrating community contexts with unplugged learning experiences can offer a practical and contextually grounded approach to supporting teachers’ professional growth and facilitating the pedagogical integration of CT in school settings.

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