Background/purpose. The increasing integration of digital technology in education underscores the need for instructional models that support personalized, skill-based, and problem-solving-focused learning. While traditional pedagogies often fail to address these needs comprehensively, this study proposes that the Mastery Adaptive Problem-Solving (MAPS) Model offers an innovative solution for enhancing digital technology skills (DTS) and academic achievement (AA) among Thai community college students. Materials/methods. The MAPS Model incorporates mastery learning, micro-learning, adaptive learning, and problem-based learning (PBL) into a six-step framework. Expert validation of the model was conducted using the Connoisseurship method via focus group discussions. A quasi-experimental design was employed to evaluate the model's implementation with 19 second-year Thai community college students. Student DTS and AA were measured using validated tools with reliability indices exceeding 0.80. Retention of skills and knowledge was assessed 14 days post-instruction. Results. Experts rated the MAPS Model highly for utility, feasibility, appropriateness, and accuracy. After implementation, students' DTS significantly exceeded the set threshold (70%), with statistical significance at the .01 level. Additionally, students demonstrated significantly higher AA post-instruction than pre-instruction levels, at the .01 significance level. Retention analysis revealed no significant decline in DTS or AA 14 days after program completion. Conclusion. The MAPS Model effectively integrates innovative pedagogical strategies to enhance DTS and AA in community college settings. Its structured, adaptable framework addresses diverse learner needs, ensuring immediate and sustained educational benefits. © The Author(s), 2025.
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