This Indonesia–Thailand community-engagement programme used Participatory Action-Based Capacity Building to help primary teachers combine digital tools with local culture. The needs assessment reported that 95% wanted training and only 22.5% had previously implemented such integration, while post-programme competencies were reported to improve. Because the abstract provides neither participant numbers nor pre–post scores or effect sizes, it should be read as a capacity-building report rather than controlled evidence of effectiveness.
Key findings
- The needs assessment identified a large gap between teacher interest and prior implementation. Organisers reported gains in technopedagogical and ethnopedagogical understanding, culture-based learning materials, digital use and cross-border professional collaboration, but supplied no post-programme numerical outcomes in the abstract.
Why this matters globally
The approach speaks to the global need for culturally responsive digital transformation and may be adaptable to multilingual or minority settings. Its present value lies mainly in the collaborative process model, not yet in evidence of sustained teacher or student outcomes.
Thai researcher contribution
Assistant Professor Phannida Khanthaphad of Maejo University's Faculty of Liberal Arts represents the Thai contribution, linking Thailand to the programme's cross-border design and knowledge exchange rather than merely through a database affiliation.
Limitations to consider
The abstract omits the number of teachers and schools, implementation sites, pre–post scores, effect sizes, a comparison group and follow-up. Reported gains may therefore reflect participant expectations, self-reporting or selection effects.