GUIDELINES FOR DEVELOPING A COMPETENCY ASSESSMENT MODEL FOR LIFELONG LEARNING COMPETENCIES OF SUPPORT STAFF IN THAI UNIVERSITIES TOWARD 2050

Abstract

       This academic article aims to synthesize guidelines for developing a core competency assessment model for lifelong learning among support staff in Thai universities toward 2050. The study employs a comprehensive review and synthesis of relevant concepts, theories, and academic literature from both domestic and international sources. The findings revealed that rapid changes in digital technology, artificial intelligence, automation systems, and data-driven society have significantly affected higher education institutions. Consequently, support staff in universities are required to continuously develop lifelong learning competencies in order to effectively adapt to changes and perform their duties efficiently. The synthesis of relevant information indicated that the core lifelong learning competencies of support staff in Thai universities consist of five major dimensions: 1) self-directed learning ability, 2) digital and technological skills, 3) analytical thinking and problem-solving skills, 4) adaptability to change, and 5) positive attitudes toward continuous self-development. In this regard, the competency assessment model should be clear, flexible, and appropriate to the context of Thai higher education institutions. It should also encourage staff participation in self-assessment and self-development processes. Furthermore, the development of a competency assessment model is considered an important mechanism for promoting a learning organization culture, enhancing human resource management quality, increasing university operational efficiency, and preparing support staff to cope with future social and technological changes. Ultimately, this will contribute to the sustainable development of Thai higher education institutions toward the year 2050.