Innovator competencies are crucial for preparing learners to thrive in today’s rapidly evolving world by fostering creativity, openness, and the ability to connect ideas for innovation. This study developed an instructional design model integrating Open Educational Resources (OER) with Design Thinking (DT) to enhance these competencies, focusing on the post-COVID-19 context. The research followed three phases: developing the model, creating the OER-Innovator System, and implementing the model experimentally. The study involved 312 lower secondary students from five pilot schools in the Central Lower Region of Thailand, selected through purposive sampling. The model consists of seven components, including instructor’s role, learner’s role, learning content, teaching methods, learning activities, learning resources and assessment and evaluation, organized into an eight-step instructional process. Results showed a statistically significant improvement in students’ knowledge of DT and innovation (p < 0.01). Furthermore, students’ innovation projects and innovator competencies were rated at good levels, demonstrating significant achievement. The analysis also revealed a positive relationship between students’ innovation project outcomes and their innovator competencies, indicating that stronger competencies contribute to better project performance. Expert validation confirmed the model’s appropriateness and effectiveness in promoting student-centered learning and innovation. These findings highlight the potential of this integrated approach to bridge educational gaps, foster lifelong learning, and support educational innovation in the post-pandemic landscape. © 2025 by the authors.
Author Keywords
Index Keywords
