Development of a culturally responsive, technology-assisted peer coaching collaborative program to enhance foreign teachers’ instructional skills and learner empowerment in Thailand

Foreign teachers in Thailand often struggle with limited instructional skills and a lack of cultural responsiveness, which constrains their ability to create inclusive, learner-centered classrooms and hinders student empowerment. These challenges are compounded by inadequate institutional support and limited integration of technology, creating an urgent need for targeted professional development. This study employed a research and development design, comprising four stages: needs assessment, program development, implementation, and evaluation, with a sample of 68 foreign teachers in Thailand's lower northern region. Data were collected through surveys, interviews, classroom observations, pre- and post-evaluations, and questionnaires. The findings revealed: (1) a mixed-methods needs assessment involving 58 foreign teachers and 12 school administrators identified pressing gaps in instructional skills, cultural adaptation, institutional support, and technology integration, highlighting the necessity of a culturally responsive, technology-supported professional development model; (2) a highly appropriate (M = 4.60, SD = 0.10) and feasible culturally responsive, technology-assisted peer coaching collaborative program was developed with five core components; (3) teachers' instructional skills for learner empowerment improved significantly from 42.75 % at the pretest (M = 42.750, SD = 2.255) to 81.85 % at the posttest (M = 82.853, SD = 1.363), reflecting a 39.1-percentage-point increase and surpassing the 80 % criterion; and (4) teachers reported the highest level of satisfaction with the program (M = 4.69, SD = 0.10), noting its structured design, cultural relevance, and practical applicability. Overall, the findings indicate that the program successfully met its intended objectives by strengthening teachers' instructional competence and fostering learner empowerment, while also pointing to areas for refinement, such as extending program duration and expanding opportunities for peer observation, to maximize long-term impact in diverse educational contexts.