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ABSTRACT

This study aimed to evaluate the current and desired software development skills within the context of Thai undergraduate teacher education. Specifically, the study investigated pre-service computer technology students’ perceptions of secondary learners’ software skill needs in authentic classroom contexts. Seventy-nine participants, including pre-service students, instructors, and teaching mentors, were selected via simple random sampling in June 2025. Data were collected using a 5-point Likert-scale questionnaire measuring current (D) and ideal (I) skill levels, with internal consistency coefficients of 0.87 and 0.96, respectively. The PNI_modified (priority needs index modified) method and paired t-tests were used to analyze the gaps. Results showed that participants perceived actual skill levels as generally ‘competent’, while the desired levels were rated as ‘proficient’. The highest training needs were observed in deployment & maintenance (GSA6), followed by programming (GSA4), requirements analysis (GSA2), testing (GSA5), design (GSA3), and planning (GSA1), respectively. These findings highlight the need to align educational curricula with real-world software development practices, including DevOps, secure coding, and testing frameworks.

Keywords: PNI, pre-service ICT teachers, priority needs assessment, software development life cycle, software development skills, perception gap