The Application of Digital Technologies to Enhance Academic Administration in Marginalized Schools in Sangkhla Buri District

Abstract

This article aims to propose guidelines for enhancing academic administration in schools located in marginalized areas of Sangkhla Buri District, Kanchanaburi Province, through the systematic application of digital technologies. The findings indicate that the local context is constrained by geographical challenges, technological infrastructure limitations, ethnic diversity, and linguistic differences, all of which directly affect educational access and quality. The study further reveals that academic administration in the digital era should reposition information and communication technology (ICT) from being merely a tool to functioning as an operational system that integrally connects all administrative processes. This comprehensive approach encompasses curriculum development, instructional management, assessment and evaluation, and instructional supervision. Digital systems-such as Learning Management Systems (LMS), Education Management Information Systems (EMIS), and electronic assessment platforms-should be employed to support data management and evidence-based policy decision-making. In addition, it is essential to promote digital leadership among school administrators, strengthen teachers’ digital competencies, and integrate local wisdom with modern technologies to ensure that educational management aligns with learners’ sociocultural contexts. Therefore, the appropriate and ethically governed application of digital technologies serves as a critical mechanism for reducing educational inequality and fostering sustainable development in schools situated in marginalized areas.