This study aims to develop and empirically validate a program management model for Computer-Assisted English Teaching (CAET) among English education major students at Hubei Engineering University, China. A total of 306 participants were involved, including 245 students, 54 teachers, and 7 administrators. Quantitative data were collected through structured questionnaires and analyzed using descriptive statistics and the Priority Needs Index Modified (PNImod). The average current values for all dimensions were above 3.24, ensuring the validity of PNI results. Among the management dimensions, leadership showed the highest priority need (PNI = 0.29). Expert interviews revealed that leadership should include specific practices such as regular training in teaching technology, incentive mechanisms for digital innovation, and open planning forums. Among the application dimensions, online resources and tools showed the highest gap (PNI = 0.30), indicating the urgent need to build a centralized digital resource library and adopt AI-based learning platforms. The proposed model links management dimensions (e.g., leadership) to application effectiveness (e.g., resource use), highlighting its structured and actionable nature. Teacher responses also revealed issues such as limited collaboration and lack of training, offering comparative insights with student perceptions. This study contributes a tailored management framework for CAET and expands project management theory by incorporating context-specific dimensions, such as Teacher Support, into educational technology models.
- et al. (Thu,) studied this question.