International Journal of Evaluation and Research in Education (IJERE) Vol. 14, No. 3, June 2025, pp. 1752~1760 ISSN: 2252-8822, DOI: 10.11591/ijere.v14i3.32461  1752 Journal homepage: http://ijere.iaescore.com The computer, information and communication technology, and communication skills of Thai Rajabhat University students Sunan Siphai 1 , Jirattikorn Siphai 1 , Jittirat Saengloetuthai 2 , Jaruwan Sakulku 3 1 Faculty of Education and Human Development, Chaiyaphum Rajabhat University, Chaiyaphum, Thailand 2 Faculty of Education, Rajabhat Nakhon Pathom University, Nakhon Pathom, Thailand 3 Social Science Division, Mahidol University International College, Nakhon Pathom, Thailand Article Info ABSTRACT Article history: Received Aug 16, 2024 Revised Jan 31, 2025 Accepted Feb 22, 2025 The lack of comprehensive data on computer, information and communication technology (ICT), and communication skills among Thai Rajabhat University students poses a challenge in developing effective educational strategies that enhance student employability and future readiness. To address this gap, this study aimed to assess these skills and analyze the skill profiles of students from Rajabhat Universities across Thailand. A total of 1,165 students were selected through multi-stage sampling, and their skills were measured using a researcher-developed 5-point Likert scale questionnaire. The results showed high levels of self- reported skills, with communication skills being the highest (mean=3.84, SD=0.669), followed by ICT (mean=3.81, SD=0.676) and computer skills (mean=3.65, SD=0.628). Latent profile analysis (LPA) identified four potential models with 2, 3, 4, and 5 groups, with the four-group model offering the best fit (likelihood=-1887.336, Akaike information criterion (AIC)=3810.673, Bayesian information criterion (BIC)=3901.762, Akaike’s Bayesian information criterion (ABIC)=3844.587, entropy=0.940). These findings provided critical insights for curriculum development and tailored interventions, supporting universities in meeting diverse student needs and improving educational outcomes. Keywords: Communication skills Computer skills ICT Latent profile analysis University students This is an open access article under the CC BY-SA license. Corresponding Author: Jaruwan Sakulku Social Science Division, Mahidol University International College 999 Phuttamonthon 4 Road, Salaya, 73170 Nakhon Pathom, Thailand Email: jaruwan.sau@mahidol.edu 1. INTRODUCTION In the rapidly evolving world driven by advancements across social, political, economic, and technological domains under the influence of globalization, 21st-century education faces the critical challenge of preparing learners for modern life. To succeed in today’s society, university students must be equipped with essential skills, such as lifelong self-development and effective use of technology for self-directed learning [1]. While digital skills are important, 21st-century skills are broader and encompass more than just information and communication technology (ICT) [2]. These include critical thinking, creativity, communication, collaboration, information management, and problem-solving, all necessary for effective participation in the global economy [3], [4]. Research on ICT skills among university students in low and middle-income countries shows significant disparities in digital competence. While some students possess advanced skills, many struggle with basic ICT usage [5], [6]. Additionally, these students face challenges in acquiring broader 21st-century skills such as critical thinking, problem-solving, creativity, innovation, collaboration, and communication.