The Demand for Further Studies and Expectations toward the Implementation of the Doctor of Philosophy Program in Science Education (Special Program) at Faculty of Education and Development Sciences, Kasetsart University Kamphaengsaen Campus

Abstract

This research aimed to: 1) analyze stakeholders' opinions regarding the Doctor of Philosophy in Science Education (Special Program), 2) define the Program Learning Outcomes (PLOs), and 3) assess the program’s readiness to support students in achieving the defined PLOs. A survey research method was employed, targeting 131 participants, including employers of graduates, program instructors, current students, alumni, and prospective students. Data were collected through online and hardcopy questionnaires and analyzed using descriptive statistics and qualitative content analysis.

The findings revealed that stakeholders reported high to very high satisfaction with the curriculum, particularly its clear and modern structure and its alignment with contemporary trends in science education, especially AI and STEAM. Learning support systems, such as Fab Labs, Virtual Labs, and blended learning, were also highly valued. Participants or Learners emphasized the importance of scholarships, effective thesis supervision, and flexible learning systems.

The defined PLOs highlight the integration of ethics, morality, and social responsibility with advanced competencies in analyzing, designing, and managing science education in the digital era. Emphasis is placed on the application of Artificial Intelligence (AI) to foster educational innovation and support Sustainable Development Goals (SDGs).

These findings provide valuable guidance for enhancing the program in alignment with national policies, institutional goals, and the evolving demands of an innovation-driven society.