Effects of the ACTIVE training program on teachers' development of key competency-based active learning and project-based learning

1 Journal for the Agriculture, Biotechnology and Education, 5(1), 1-18, June 2025 e-ISSN: 2754-7825 jabedu.com youngwisepub.com © 2025 Research Article Effects of the ACTIVE training program on teachers' development of key competency-based active learning and project-based learning Narong Kanchana1 Faculty of Education Songkhla Rajabhat University, Thailand Article Info Abstract Received: 13 January 2025 Accepted: 27 May 2025 Online: 30 June 2025 Keywords Active learning ACTIVE Training Program Competency-based education Project-based learning Teacher professional development 2754-7825 / © 2025 The Authors. Published by Young Wise Pub. Ltd. This is an open access article under CC BY license. This study examined the effects of the ACTIVE Training Program on teachers' development of competency-based active learning and project-based learning (PBL). The ACTIVE Training Program—Activate-Connect-Transform-Integrate-ValidateEmpower—was designed to address the gap between Thailand's educational policies and classroom implementation. Using a mixed-methods pre-experimental design, the study involved 50 basic education teachers from a private elementary school in Satun province, Thailand. Results demonstrated significant improvement in teachers' knowledge, with a normalized gain index of 0.77 (high level), and mean scores increasing from 9.68 to 17.58 points. Teachers showed high ability in designing learning activities integrating four active learning dimensions with five key competencies. Qualitative analysis revealed substantial changes in understanding of active learning concepts (62.00%), learning activity design skills (38.00%), and classroom application intentions (82.00%). Activities with greatest impact included the self-reflection letter writing and thinking/problemsolving tasks. Teachers reported highest satisfaction with the trainer and atmosphere, followed by the training process. The findings suggest that structured professional development incorporating emotional engagement, reflective practice, and collaborative design can transform teachers from content deliverers to learning architects capable of implementing competency-based education. The study contributes to understanding how teacher training can bridge policy-practice gaps in the Thai context, while offering a promising approach for teacher professional development aligned with 21st-century learning. To cite this article Kanchana, N. (2024). Effects of the ACTIVE training program on teachers' development of key competency-based active learning and project-based learning. Journal for the Agriculture, Biotechnology and Education, 5(1), 1-18. DOI: https://doi.org/10.5281/zenodo.17366243 Introduction In the 21st century, the world is experiencing rapid and complex changes across technological, economic, social, and environmental dimensions. These transformations have necessitated urgent shifts in global education systems from content-based knowledge toward comprehensive competency development (World Economic Forum, 2023, p. 4; OECD, 2023, p. 3). Higher-order thinking abilities, creative problem-solving, communication, collaboration, and lifelong learning have become essential components of contemporary learning approaches.Thailand has established policies and educational development guidelines aligned with these global changes, such as the National Education Plan 2017-2036, which emphasizes learner competency development in line with the vision of "Thai people being high quality citizens of the country and the world" (Office of the Education Council, 2023, p. 6). However, policy reviews by OECD and UNESCO indicate that Thailand's education system still faces challenges in curriculum development, competency 1 Corresponding Author: Faculty of Education Songkhla Rajabhat University, Thailand. E-mail: [email protected] Kanchana Journal for the Agriculture, Biotechnology and Education 5(1) (2025) 1-18 2 assessment, teacher preparation, and technology integration for learning (OECD/UNESCO, 2016, pp. 4-5). Research on Future Trends in Thai Education 2030 reveals that Thailand continues to emphasize fragmented learning approaches, lacking integration between knowledge, skills, and learner characteristics. Additionally, technology use remains limited in fostering participatory learning (Office of the Education Council, 2016, pp. 10–12). These challenges are evident at the school level. For instance, in the participating school—despite having a vision aligned with active learning and a commitment to moral, academic, and language development—teachers still encounter limitations in designing well-integrated activities that balance physical, mental, social, and intellectual dimensions while authentically connecting to core student competencies. To address these challenges through teacher professional development, the researcher has specifically designed the 'ACTIVE' Training Program as a teacher training methodology. This process— Activate-Connect-Transform-Integrate-Validate-Empower—aims to equip teachers with the knowledge and skills needed to implement competency-based active learning and Project-Based Learning (PBL) in their classrooms. Each component of the ACTIVE process serves a specific purpose in transforming teacher practice: 1) Activate stimulates teachers' awareness and enables context analysis; 2) Connect helps teachers link core concepts with student competencies; 3) Transform facilitates mindset shifts through student-centered approaches like PBL; 4) Integrate guides teachers in balancing physical-mental-social-intellectual dimensions in learning activities; 5) Validate creates opportunities for teachers to present their instructional designs and receive peer feedback; and 6) Empower strengthens teachers' professional capacity and supports implementation planning for their specific classroom contexts. This teacher training approach aligns with contemporary professional development trends that position teachers as learning designers and "change agents" rather than mere policy implementers (OECD, 2021, p. 3; WEF, 2024, p. 5). By focusing on teacher development through the ACTIVE process, this research aims to bridge the gap between educational policy and classroom practice, ultimately enhancing student learning experiences. Therefore, this research examines the effects of the 'ACTIVE' Training Program on teacher development, specifically investigating how this structured training approach impacts teachers' knowledge, skills, and attitudes regarding competency-based active learning and PBL. The study seeks to determine whether teachers trained through this process can effectively design and implement learning activities that integrate student competencies with active learning approaches in ways that align with institutional, national, and global educational goals. Objectives This study examined the effects of the 'ACTIVE' Training Program on teachers' development of competency-based active learning and project-based learning. Specifically, this study aimed to: Ø Determine the extent to which teachers' knowledge and understanding of competency-based active learning and project-based learning increased after participating in the ACTIVE training program; Ø Assess the level of ability teachers demonstrated in designing learning activities using competency-based active learning and project-based learning concepts; Ø Explore how teachers reflected on their professional learning experiences and pedagogical changes after the training program; and Ø Evaluate teachers' satisfaction with the format, content, and process of the ACTIVE training program. Research Problems The main research problem focuses on investigating how the 'ACTIVE' Training Program affects teachers' knowledge, abilities, reflections, and satisfaction regarding competency-based active learning and project-based learning. Specific sub-problems include: Ø To what extent does teachers' knowledge and understanding of competency-based active learning and projectbased learning (PBL) increase after participating in the ACTIVE training program compared to before training? Ø What level of ability do teachers demonstrate in designing learning activities using competency-based active learning and project-based learning concepts during the ACTIVE training process? Ø How do teachers reflect on their professional learning experiences and pedagogical changes after participating in the ACTIVE training program? Kanchana Journal for the Agriculture, Biotechnology and Education 5(1) (2025) 1-18 3 Ø What is the level of teacher satisfaction with the format, content, and process of the ACTIVE learning training program? Method Research Design This study employed a mixed-methods pre-experimental design (one-group pretest-posttest) to evaluate the effects of the 'ACTIVE' Training Program on teacher development. Quantitative methods assessed changes in teachers' knowledge and measured satisfaction levels using rating scales, while both quantitative and qualitative methods were employed to analyze teachers' reflections and satisfaction with the training. This methodological approach allowed for comprehensive evaluation of both objective learning outcomes and subjective participant experiences, aligning with contemporary program evaluation practices in educational research. The design was appropriate for this educational context despite lacking a control group, as it efficiently measured specific intervention effects within resource constraints. Participants and Sampling The study initially had 60 registered participants, including 5 male teachers (8.33%) and 55 female teachers (91.67%). However, the final sample consisted of 50 basic education teachers (45 females and 5 males) who completed both the pre-test and post-test and consented to have their data used in the research. Most participants (48%) were aged 35-44 years, followed by those aged 25-34 years (30%), and 45-54 years (14%). Participants represented various subject areas, with the largest group teaching at the early childhood level (32%), followed by foreign languages (20%), Thai language (14%), science and technology (12%), and mathematics (10%). Participants were recruited through purposive sampling from a private school in Satun province that promotes active learning policies and provides opportunities for continuous professional development for teachers. Data Collection Tools The research instruments included: Knowledge assessment test: A 20-point pre-test and post-test to measure teachers' knowledge and understanding of competency-based active learning and project-based learning before and after training. Learning activity design assessment forms: Rubric-based assessment tools using 5-3-1 scoring criteria to evaluate teachers' ability to design learning activities during the training. The assessment covered six dimensions: alignment with Active Learning 4 dimensions, integration of 5 key competencies, implementation of Project-Based Learning concepts, contextual relevance and feasibility, reflective practice, and creativity and application. Reflection forms: Open-ended questionnaires capturing teachers' reflections on their key learning points, impactful activities, changes in perspectives, and intentions to apply knowledge after participating in the training. Satisfaction questionnaire: A 5-point Likert scale survey (1.00-1.80 = lowest, 1.81-2.60 = low, 2.61-3.40 = moderate, 3.41-4.20 = high, 4.21-5.00 = highest) to assess teachers' satisfaction with the format, content, and process of the ACTIVE learning training across three main categories: content satisfaction, training process satisfaction, and trainer and atmosphere satisfaction. Instrument Validation All research instruments underwent a rigorous validation process to ensure their content validity before implementation. A panel of four experts with backgrounds in educational measurement and evaluation (1), curriculum and instruction (2), and Project-Based Learning and Training (1) reviewed the instruments. These experts assessed each item's relevance, clarity, and appropriateness using the Index of Item-Objective Congruence (IOC) method. The expert validation yielded positive results across all instruments. The knowledge assessment test received an IOC score range of 0.67-1.00 with a mean IOC of 0.89, indicating strong content validity. The learning activity design assessment forms received an IOC range of 0.67-1.00 with a mean of 0.91. The reflection forms and satisfaction questionnaire received IOC scores of 0.78 and 0.86 respectively, both exceeding the 0.60 threshold for acceptable content validity. Kanchana Journal for the Agriculture, Biotechnology and Education 5(1) (2025) 1-18 4 Expert feedback included recommendations for minor revisions to improve clarity and precision. These included revising certain knowledge test items to eliminate ambiguity, refining the wording of some rubric descriptors in the assessment forms, adding more specific prompts to the reflection forms, and adjusting the satisfaction questionnaire rating scale descriptors. All recommended modifications were implemented before finalizing the instruments for data collection, ensuring that they accurately measured the intended constructs and were appropriate for the target participants. Data Analysis The collected data were analyzed using the following methods: Quantitative analysis Descriptive statistics (frequency, percentage, mean, standard deviation) were used to analyze demographic data, knowledge test scores, and satisfaction levels. The normalized gain index (g = [post-test score - pre-test score]/[maximum score - pre-test score]) was calculated to determine the level of improvement in teachers' knowledge, with interpretation criteria: <0.30 = low level, 0.30-0.70 = medium level, >0.70 = high level (Hake, 1998). Score distribution analysis was conducted to examine the pattern of changes in teachers' knowledge levels before and after training. Qualitative analysis Content analysis was applied to examine teachers' reflection responses, categorizing the data into themes and calculating frequencies and percentages for each theme. Four main areas of reflection were analyzed: key learning points from the training, activities that most impacted teachers' thoughts and feelings, changes in perspectives after training, and intentions to apply knowledge from the training. Representative quotes from teachers were selected to provide deeper insights into their learning experiences and changes in perspectives. Procedure The training and data collection were conducted on May 14-15, 2025, at a private school in Satun province. The training followed the 'ACTIVE' Training Program developed by the researcher: Activate: Stimulating awareness of the importance of change in teaching approaches through engaging activities such as brain gym exercises, thought-provoking games like the Hanoi Tower, and emotional video clips that connected with teachers' personal experiences and motivations. Connect: Linking competency-based concepts with teachers' experiences, focusing on Active Learning 4 dimensions (physical, emotional, social, and intellectual) and the five key competencies (communication, thinking, problem-solving, life skills, and technology use). Transform: Transforming thinking paradigms through new approaches such as PBL, challenging teachers to reconsider traditional teaching methods and adopt more student-centered approaches. Integrate: Guiding teachers to design learning activities that integrate Active Learning 4 dimensions, competencies, and PBL principles, with opportunities for hands-on practice and collaborative work. Validate: Creating space for teachers to present their learning designs and exchange constructive feedback with peers, fostering a professional learning community. After the Validate phase, the post-test and reflection questionnaires were administered to collect data on knowledge gains and teachers' opinions about the training experience. This strategic timing ensured that all participants completed the assessments before proceeding to the final phase. Empower: For the final phase, teachers created encouraging messages on post-it notes to share with the entire group. In a symbolic act of community and shared purpose, teachers collaboratively arranged these notes to form the abbreviation of their school name, surrounding it with marbles in a heart shape. This visual representation symbolized their collective commitment to the school's vision and to implementing the new teaching approaches. Selected Kanchana Journal for the Agriculture, Biotechnology and Education 5(1) (2025) 1-18 5 representatives then delivered motivational speeches to their colleagues, reinforcing the community of practice and strengthening their dedication to transforming classroom practice. This thoughtfully designed conclusion to the 'ACTIVE' Training Program not only collected comprehensive data but also created a meaningful, emotionally resonant experience that strengthened teachers' sense of community and purpose as they prepared to implement their new knowledge in their classrooms. Results To address the research problems investigating the effects of the 'ACTIVE' Training Program on teachers' development, the findings are presented in four sections corresponding to each research sub-problem. Prior to these results, demographic data of the participants are described to provide context for the study. Teachers' Knowledge and Understanding Before and After Training The first research problem examined the extent to which teachers' knowledge and understanding of key competencybased active learning and project-based learning increased after participating in the 'ACTIVE' Training Program compared to before training. Table 1. Mean scores, standard deviation, gain scores, and normalized gain index of teachers' knowledge and understanding before and after training (n = 50) Test Maximum Score Mean SD Gain Score % Gain Normalized Gain* Interpretation Pre-training 20 9.68 3.22 7.90 39.50 0.77 High level Post-training 20 17.58 2.95 Normalized Gain (g) = (Post-test score - Pre-test score)/(Maximum score - Pre-test score), with interpretation criteria: <0.30 = low level, 0.30-0.70 = medium level, >0.70 = high level (Hake, 1998) The analysis revealed that before training, teachers had a mean score of 9.68 points (SD=3.22), which increased to 17.58 points (SD=2.95) after training. The average gain was 7.90 points, representing a 39.50% improvement. The normalized gain index of 0.77 indicates a high level of improvement according to Hake's (1998) criteria. The score distribution analysis showed a clear shift in performance levels. Before training, most teachers (48.00%) scored in the 6-10 range, while after training, the majority (80.00%) scored in the high range (16-20 points), as shown in Table 2. Table 2. Frequency distribution and percentage of teachers' knowledge and understanding scores before and after training Score Range Pre-training Post-training Frequency Percentage Frequency Percentage 16-20 4 8.00 40 80.00 11-15 14 28.00 8 16.00 6-10 24 48.00 2 4.00 0-5 8 16.00 0 0.00 Total 50 100.00 50 100.00 The areas where teachers showed the most significant improvement were in understanding key competency-based learning design connected to real-life situations and backwards assessment, with correct responses increasing from 34.00% to 92.00% and from 36.00% to 90.00%, respectively. These findings indicate that the 'ACTIVE' Training Program was highly effective in enhancing teachers' knowledge and understanding of key competency-based active learning and project-based learning, with improvement measured at a high level according to established educational research criteria. Kanchana Journal for the Agriculture, Biotechnology and Education 5(1) (2025) 1-18 6 Teachers' Ability to Design Learning Activities The second research problem examined teachers' abilities to design learning activities using competency-based active learning and project-based learning concepts during the 'ACTIVE' Training Program. Teachers were divided into 7 teams, and their learning activity designs were evaluated using a 5-3-1 scoring rubric (excellent-satisfactory-needs improvement) across six dimensions. Analysis of the designs revealed the following: Table 3. Assessment scores of teachers' learning activity designs Teacher Team D1: Active Learning 4 Dimensions D2: 5 Key Competencies D3: PBL Implementation D4: Contextual Relevance D5: Reflective Practice D6: Creativity Total Score (out of 30) 1.1 5 5 5 5 4 5 29 1.2 5 5 5 5 4 5 29 2.1 5 5 5 5 4 5 29 2.2.1 3 3 3 5 3 3 20 2.2.2 5 5 5 5 3 3 26 3.1 3 3 3 3 3 3 18 3.2 4 4 4 4 3 4 23 Mean 4.29 4.29 4.29 4.57 3.43 4.00 24.86 SD 0.95 0.95 0.95 0.79 0.53 0.96 4.74 The overall mean score (24.86/30 or 82.87%) indicates a high level of ability in designing activities that incorporate competency-based active learning and project-based learning principles. "Contextual relevance and feasibility" received the highest average score (4.57/5), while "Reflective practice" scored lowest (3.43/5) with the smallest standard deviation (0.53), suggesting a consistent area for improvement across all teams. High-scoring designs demonstrated: (1) explicit integration of all four active learning dimensions; (2) clear connections between activities and competencies; (3) well-structured PBL methodology; (4) strong real-world relevance; and (5) innovative applications in culturally appropriate contexts. Common areas for improvement included: (1) enhancing reflection components; (2) strengthening competencyactivity connections; (3) providing more detailed implementation guidance; (4) better balancing emotional and social dimensions; and (5) incorporating more diverse technological applications. These findings indicate that the 'ACTIVE' Training Program effectively developed teachers' abilities to design competency-based active learning and project-based learning activities, while highlighting reflection as an area requiring continued professional development. Teachers' Reflections on Learning Experiences and Changes The third research problem examined teachers' reflections on their learning experiences and changes after participating in the 'ACTIVE' Training Program. Qualitative content analysis of open-ended responses from 50 participants revealed significant reflective patterns across key areas. Key Learning Points from the Training Program Content analysis of responses to the question "What was the most important thing you learned from this training program?" revealed several significant themes as presented in Table 4. Kanchana Journal for the Agriculture, Biotechnology and Education 5(1) (2025) 1-18 7 Table 4. Frequency and percentage of key learning points from the training program Key Learning Points Frequency Percentage 1. Conceptual Knowledge and Principles 31 62.00 - Active Learning 10 20.00 - Key Competency-Based Learning 8 16.00 - Project-Based Learning (PBL) 4 8.00 - Four-Dimensional Active Learning (Physical-Emotional-Social-Intellectual) 9 18.00 2. Learning Activity Design and Implementation Skills 19 38.00 - Designing Diverse Activities 8 16.00 - Integrating Learning 5 10.00 - New Teaching Techniques and Processes 6 12.00 3. Classroom Application 8 16.00 - Applying Knowledge in Classrooms 7 14.00 - Application Across Subject Areas 1 2.00 4. Collaborative Skills 7 14.00 - Unity and Teamwork 5 10.00 - Exchange of Ideas 2 4.00 5. Training Experience 4 8.00 - Enjoyable Training Atmosphere 3 6.00 - Trainer Quality 1 2.00 6. Thinking Skills 7 14.00 - Analytical Thinking and Creativity 5 10.00 - Thought Stimulation 2 4.00 No Response 3 6.00 Note: Table shows frequency of learning points mentioned by teachers from a total of 50 respondents, calculated as percentage of all teachers mentioning each point. Some teachers mentioned multiple points. The majority of participating teachers (62.00%) identified conceptual knowledge and principles as their most important learning, particularly "Active Learning" (20.00%) and "Four-Dimensional Active Learning" (18.00%), which directly aligned with the main objectives of the training program. Learning activity design and implementation skills ranked second (38.00%), with "Designing Diverse Activities" being the most frequently mentioned (16.00%). Teachers also valued classroom application (16.00%), indicating that the training program motivated them to transfer their newly acquired knowledge to authentic teaching contexts. "Collaborative Skills" (14.00%) and "Thinking Skills" (14.00%) were equally emphasized, reflecting the 'ACTIVE' Training Program's comprehensive development of knowledge, practical skills, and collaborative attributes. Representative quotes included: Regarding conceptual knowledge: "Active Learning requires placing students at the center of learning while teachers function as scenario designers to develop real-life competencies and project-based learning." Regarding learning activity design: "Diverse activities can be integrated across subject areas to help students gain knowledge, stimulate interest, and participate. For example, in Thai language learning, the magical box arrangement activity (using the same principle as Tower of Hanoi but with 5 different-sized plastic boxes) can be used for proverb learning." Regarding classroom application: "Learning four-dimensional active learning activities that can be applied in the classroom." Kanchana Journal for the Agriculture, Biotechnology and Education 5(1) (2025) 1-18 8 Activities with Greatest Impact on Teachers' Thinking or Feelings Content analysis of responses to the question "Which activity or session in the training program had the greatest impact on your thinking or feelings? And why?" revealed several significant patterns, as presented in Table 5. Table 5. Frequency and percentage of training activities with greatest ımpact on teachers' thinking or feelings Impactful Activities Frequency Percentage 1. Letter Writing to Self Activity (after watching "Gratitude" video) 21 42.00 2. Thinking and Problem-Solving Activities 8 16.00 - Tower of Hanoi Activity (using plastic boxes) 5 10.00 - Card Pyramid Construction Activity 1 2.00 - Critical Thinking Activities (unspecified) 2 4.00 3. Video Clip Viewing Activities 6 12.00 - "Gratitude: What Measures a Person's Value?" Video 5 10.00 - America's Got Talent (AGT) Clip on Critical Thinking 1 2.00 4. Experience/Idea Exchange Activities 4 8.00 5. Project Design/PBL Activities 3 6.00 6. All Activities 3 6.00 7. Others 1 2.00 No Response/No Reason Given 4 8.00 Note: Table shows frequency of activities mentioned by teachers from a total of 50 respondents, calculated as percentage of all teachers mentioning each activity. Some teachers mentioned multiple activities. The self-reflection letter writing activity, conducted after viewing the "Gratitude" video, had the most significant impact on teachers (42.00%). This activity emphasized deep reflection and connection with personal feelings. Teachers reported that this activity allowed them to "express emotions," "reflect on their lives," and "encourage themselves." The second most impactful were thinking and problem-solving activities (16.00%), particularly the Tower of Hanoi adaptation (10.00%), which teachers described as "stimulating thinking" and "clearly drawing out thinking abilities." Video viewing activities (12.00%) also significantly affected teachers' thinking and feelings, especially the "Gratitude" video. Interestingly, the activities that teachers identified as most impactful primarily engaged the emotional dimension, suggesting that the 'ACTIVE' Training Program effectively reached teachers' emotional dimension. This reflects a balance between cognitive and emotional development, aligning with the core principles of the Four-Dimensional Active Learning approach that emphasizes holistic learner development. Representative quotes included: Regarding the letter writing activity: "The self-love letter activity allowed me to express emotions, thoughts, life goals, and the path I need to follow." Regarding thinking and problem-solving activities: "The Tower of Hanoi activity stimulated thinking, and pairing to exchange teaching experiences with others facilitated knowledge and experience sharing." Regarding video viewing activities: "The video activity showing a teacher taking their mother to school made me think about those watching over my success and gave me strength to continue." Changes in Perspectives or Understanding After Training Content analysis of responses to the question "What did you previously view or understand in one way that changed after participating in this training program?" revealed significant transformations in teachers' perspectives, as presented in Table 6. Kanchana Journal for the Agriculture, Biotechnology and Education 5(1) (2025) 1-18 9 Table 6. Frequency and percentage of changes in teachers' perspectives or understanding after training Changes in Perspectives or Understanding Frequency Percentage 1. Understanding of Concepts and Principles 22 44.00 - Four-Dimensional Active Learning 5 10.00 - Project-Based Learning (PBL) 4 8.00 - Key Competency-Based Learning 5 10.00 - Teaching and Learning Overall 8 16.00 2. Teaching Skills and Techniques 11 22.00 - Open-Ended Questioning 2 4.00 - Higher-Order/Diverse Thinking Processes 5 10.00 - Teaching Flexibility 3 6.00 - Other Teaching Techniques 1 2.00 3. Integration and Application 4 8.00 - Integration Across Subject Areas 2 4.00 - Classroom Application 2 4.00 4. Perspectives on Training 1 2.00 5. Emotional and Feeling Aspects 2 4.00 6. No Change/Not Clearly Specified 5 10.00 No Response 5 10.00 Note: Table shows frequency of perspective changes mentioned by teachers from a total of 50 respondents, calculated as percentage of all teachers mentioning each change. Some teachers mentioned multiple changes. The most significant changes in teachers' perspectives occurred in their understanding of concepts and principles (44.00%), particularly regarding teaching and learning overall (16.00%), four-dimensional active learning (10.00%), and key competency-based learning (10.00%). The second most significant area of change involved teaching skills and techniques (22.00%), especially higher-order/diverse thinking processes (10.00%). An interesting finding was one teacher's changed perspective on professional development itself, stating: "I used to think training was boring but not with this training program," indicating that the 'ACTIVE' Training Program was engaging and effectively captured teachers' interest. Additionally, some teachers reported changes in emotional states, such as "reduced anxiety," demonstrating that the training affected not only cognitive and skill domains but also emotional well-being. Representative quotes included: Regarding concepts and principles: "After participating in the training, many perspectives changed, especially regarding shifting from content teaching to creating learning experiences." Regarding teaching skills: "Using open-ended questions before teaching to promote higher-order thinking in students." Regarding integration and application: "I learned that PBL teaching can be integrated across multiple subject areas and can be applied in future teaching." Intentions to Apply Knowledge from the Training Program Content analysis of responses to the question "How do you intend to apply what you learned from this training program?" revealed strong motivation for classroom implementation, as presented in Table 7. Kanchana Journal for the Agriculture, Biotechnology and Education 5(1) (2025) 1-18 16 Discussion This study examined the ACTIVE Training Program's impact on teachers' competency-based and active learning design capabilities. Results show significant improvements, with a normalized gain index of 0.77, demonstrating the program's effectiveness. The discussion addresses six key areas: teachers as learning designers, practice-based professional development, emotional engagement, implementation readiness and barriers, teacher agency, and methodological considerations. These findings align with national and international educational reforms, particularly Thailand's shift toward competency-based learning frameworks. Teachers as Learning Designers in a Competency-Based Framework The significant increase in teachers' knowledge—from 9.68 to 17.58 points—reflects their enhanced understanding of competency-based education (CBE) and their evolving role as learning designers. This shift aligns with OECD’s (2019, 2021) vision of teachers as co-creators of learning experiences that integrate knowledge, skills, attitudes, and values (Paniagua & Istance, 2018). In the Thai context, Sangwanglao (2024) emphasized that implementing CBE effectively requires equipping teachers with design capacity and curriculum adaptability. The World Economic Forum (2024) also advocates personalized, purpose-driven education, where teachers are empowered to shape learning paths. High-quality professional development supports this transformation by connecting theory to practice (Darling-Hammond et al., 2017; OECD/UNESCO, 2016). Impact of Structured, Practice-Based Professional Development The high performance in learning design (82.87%) underscores the effectiveness of structured, experiential professional development (PD). Kolb’s (1984) experiential learning cycle and Schön’s (1983) reflective practitioner framework provide a theoretical foundation for the ACTIVE training program. These principles are echoed in recent studies emphasizing the role of active engagement, experimentation, and contextual reflection in sustainable PD (Ajani, 2023; OECD, 2018). Effective PD fosters deep understanding and practice transfer, especially when grounded in relevant, classroom-based tasks (Darling-Hammond et al., 2017). Emotional Engagement and Reflective Transformation The “letter to self” activity—identified as the most impactful by 42% of participants—demonstrated the role of emotional connection in transformative learning. Mezirow (1991) asserts that perspective shifts often begin with emotionally disorienting experiences, which trigger critical reflection. Knowles (1984) supports this through adult learning theory, in which autonomy and personal relevance drive intrinsic motivation. Recent perspectives reaffirm that emotional engagement enhances learning depth and retention in teacher development (Ajani, 2023; Fleming, 2018; Schön, 1983). Readiness and Barriers to Implementation While 82% of participants expressed intent to apply new knowledge—particularly through PBL and attentionstimulating activities—variation in response depth suggests differing levels of readiness. The Concerns-Based Adoption Model (CBAM) explains that teachers must progress through affective and behavioral stages to achieve successful implementation (Hall & Hord, 2015; SEDL, 2010). Similarly, the SAMR model helps analyze how innovations are adopted and transformed in practice (Hamilton et al., 2016). In Thailand, Sethakul and Utakrit (2019) identified systemic barriers such as rigid curricula and limited institutional support as key obstacles. Therefore, post-training support mechanisms like coaching, PLCs, and responsive leadership are crucial to sustaining change (LPI, 2017; WEF, 2023). Satisfaction and Emergent Teacher Agency The high overall satisfaction rating (M = 4.88) reflects more than positive sentiment—it signals a growing sense of teacher agency. Agency, as defined by Priestley et al. (2015), is an ecological construct shaped by capacity, context, and culture. Teachers' reflections indicated ownership of learning and intention to lead change—aligning with Biesta et al. (2015), who argue that agency involves purposeful, professional action. PD that supports autonomy, dialogue, and emotional engagement fosters this development (OECD, 2021; Sethakul & Utakrit, 2019). Kanchana Journal for the Agriculture, Biotechnology and Education 5(1) (2025) 1-18 17 Methodological Limitations and Future Research Directions This study employed a pre-experimental design without a comparison group, which limits causal inference. Creswell and Guetterman (2019) recommend quasi-experimental and longitudinal designs for more robust evaluation. Caruana et al. (2015) and Desimone et al. (2002) emphasize that teacher learning outcomes should be tracked over time to understand sustainability. Antoniou and Kyriakides (2013) propose dynamic PD models that include embedded evaluation cycles. In the Thai context, Sangwanglao (2024) calls for longitudinal research to examine the alignment between policy expectations and classroom realities—reinforcing the importance of evidence-informed reform strategies. Conclusion The ACTIVE Training Program significantly enhanced teachers' competencies in implementing active learning and project-based learning approaches, as evidenced by the high normalized gain index and strong learning activity design capabilities. Key success factors included emotionally engaging activities, particularly the letter writing activity and project-based learning experiences, collaborative practices, and structured design tasks. The high satisfaction ratings confirm the program's effectiveness. This study highlights the importance of positioning teachers as learning designers, balancing theory with practice, incorporating emotional engagement in professional development, and providing systematic post-training support. 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