ROBOTICS LITERACY DEVELOPMENT IN THE 21ST CENTURY ERA: A QUANTITATIVE STUDY ON THAILAND TECHNICAL COLLEGE STUDENTS

Abstract

The aim of this study was to investigate the human resource development among vocational college students in the context of Robotics Literacy Development (RLD) during the 21st Century. Data was gathered through a survey questionnaire administered to 1000 vocational college students using proportional sampling techniques. Quantitative analysis using SPSS encompassed both descriptive and inferential statistics. The study revealed that demographic factors such as sex and academic level had no significant impact on RLD levels, indicating no discernible differences in RLD based on these variables. However, factors such as robotics system learning status, types of learning about robotic systems, objectives of robot learning, and the perceived necessity of robotics-related internships showed significant and positive correlations with RLD, highlighting their influence on RLD levels. The study contributes theoretically by extending existing models and providing significant findings that enrich the current literature. Practically, the findings are relevant for policymakers, aligning with governmental initiatives on RLD and underscoring the ongoing need to enhance human resources development to ensure vocational graduates' competencies meet market demands.

Keywords

• Vocational Education
• Human Resource Development
• Robotics Literacy