The teaching and learning competency of educators in Thailand's higher education during the era of Artificial Intelligence

From the AI disruption, a broad issue is currently affecting Thailand's education. The role of teaching and learning will be adapted by educators according to various research, books, and news. Many suggestions for new roles in schools and other countries are offered. This research aimed to determine the educators' teaching competency in higher education. The 15 respondents for this study comprise higher education employers/board members, higher education instructors, or experts in AI education. The research instrument utilized was a semi-structured interview to explore the past, current, and future roles and competencies of higher education faculty, focused on changes from previous practices and anticipated developments regarding the future roles and tasks of higher education instructors.  Data was subjected to typological analysis and analytic induction by the triangulation method. This method entails transcribing recorded speech, identifying key terminology, and synthesizing the information to produce a comprehensive summary of the findings in essential competencies. The findings indicate that the teaching competency of educators must encompass the utilization of data to enhance teaching practices aimed at supporting learner learning. It is essential for educators to possess a thorough understanding of technology prior to its implementation, ensuring that its use is aligned with learning outcomes or specific goals.

Keywords: Educator, Teaching competency, Artificial Intelligence era,