Journal of Education and Innovation

THE SCHOOL ADMINISTRATION BASED ON THE BLUE OCEAN STRATEGY

2024-10-29T16:08:34+07:00

This article presents concepts and approaches to school administration, focusing on strategic planning based on the Blue Ocean Strategy framework, which emphasizes value innovation. Instead of focusing on competition, this approach suggests creating alternative strategies through rational methods to develop strategies suited to the organization’s conditions and context. The emphasis is placed on maintaining low costs while increasing value simultaneously. Examples of tools and methods for school administration are provided to enhance management efficiency in addressing complex, rapidly changing, and diverse organizational contexts. The Blue Ocean Strategy serves as a crucial tool for administrators to escape the trap of traditional strategies by developing new ones. This approach elevates organizational development to align with the vision, mission, objectives, and values, resulting in clear goals and enabling schools to gain a competitive edge. This is achieved by enhancing educational value that aligns with social and economic trends, contributing effectively to future educational needs. Such an approach builds confidence in quality education for the future, ultimately leading to continuous and sustainable development.

FUTURE RESEARCH IN THE PSYCHOLOGICAL CONTEXT

2024-10-16T15:27:02+07:00

In an era marked by rapid and uncertain change, future research plays a crucial role in forecasting and planning. This research encompasses exploring various possible trends and scenarios, helping stakeholders prepare and adapt to potential changes. Tools such as scenario analysis and trend analysis are used to create diverse and actionable future images. Future research is also significant in psychology, particularly in forecasting the impacts of new technologies on mental states and human behavior, including changes in belief systems and social behavior. Thus, future research is a valuable tool for preparing and developing strategies to address future challenges.

NATURE LOST: IMPACTS AND RESTORATION STRATEGIES FOR EARLY CHILDHOOD IN THE DIGITAL AGE

2024-11-27T13:30:29+07:00

The exploration of the impact of the digital age on early childhood, particularly the lack of nature, which may lead to developmental issues, has shown through the study of fundamental principles, concepts, and various research, the great importance of nature in the learning and development process of young children. The disappearance of nature in the current era is attributed to parents, guardians, and educational institutions placing excessive importance on the use of digital technology. This has led to an imbalance in daily activities, which rely heavily on digital technology at all times. Therefore, there is a need for collaboration to address, support, and develop the impact and methods of restoration for young children in the digital age. This involves balancing their lives with a conscious use of digital technology and integrating restorative methods that emphasize free play and learning from nature, to holistically strengthen the development of young children in the digital age.

POSITIVE PSYCHOLOGICAL CAPITAL AND APPROACHES TO ENHANCING

2024-09-12T09:27:49+07:00

This article presents the concept and theories background, characteristics, components, assessment, and approaches to enhancing Positive Psychological Capital (PsyCap), which comprises four main components: hope, self-efficacy, resilience, and optimism. The article explains PsyCap's characteristics as being between state-like and trait-like, and discusses key measurement tools such as PCQ, CPC-12, CPC-12R, and I-PCQ. It also presents approaches to enhancing PsyCap from both international and Thai research, covering practical training, coaching and counseling, integration in education, use of technology and digital media, organizational-level promotion, and positive psychological intervention techniques. This article is valuable for human resource and organizational development in an era of rapid change and high challenges.

FACILITATIVE SUPERVISOR: THE TRANSITION POINT OF SUPERVISOR DEVELOPMENT TO ACHIEVE PROFESSIONAL STANDARDS

2024-10-29T16:07:00+07:00

This article aims to present the importance of supervisors as educational personnel who play an important role in driving education to achieve the goals of the national education plan. Presents the current concerns of supervisors that arise from teachers’ misunderstanding of the roles and responsibilities of supervisors, resulting in miscommunication problems between teachers and supervisors which are obstacles to reach teachers’ teaching management problems because it impossible to solve problems that arise directly. And also present the concept of developing the characteristics of supervisors that will help supervisors perform their duties to achieve professional standards by using various skills. To enable supervisors to access problems of teachers’ teaching management and lead to problem solving in the role of “facilitative supervisor”. Facilitative supervisor should have 6 skills are 1) Positive atmosphere creation skills, 2) Questioning skills, 3) Listening skills, 4) Powerful communication skills, 5) Exchange of thoughts and ideas skills, and 6) Reflective skills. The development of these skills will lead to the facilitator characteristics of new supervisors that will relate to and encourage the performance of duties according to the role of supervisors to achieve the supervisor professional standards.

DEVELOPING ALGORITHMS FOR KNOWLEDGE SYSTEMS DRIVEN BY AI TO SUPPORT PRODUCT DEVELOPMENT IN THAI LOCAL COMMUNITIES

2024-10-21T10:32:58+07:00

This study explores the implementation of artificial intelligence (AI) algorithms for personalized product development education in Thai rural communities. The research addresses skill deficiencies, promotes economic growth, and enhances educational accessibility through tailored learning experiences. Employing a One-Shot Case Design, the study engaged 50 volunteer participants from the Sop Prap Subdistrict, utilizing surveys, interviews, opinion questionnaires, and competency assessments for data collection. Analysis encompassed descriptive statistics to evaluate the effectiveness of the proposed AI framework. Experimental results showed that: The AI-driven personalized learning approach made education more effective and enjoyable for learners in rural Thai communities. By tailoring the educational experience to each learner's unique needs and preferences, the AI framework improved retention of product development knowledge and skills, ultimately enhancing the quality of locally produced goods. The study's findings suggest that AI-driven personalized learning could be a valuable tool in bridging the skills gap and promoting economic development in rural areas of Thailand.

WHEN LINES DON’T MEET: ANGLES AND TANGLES IN THE NON-FULFILLMENT OF THE TRIFOCAL FUNCTIONS OF TERTIARY FACULTY, NORTHWESTERN PHILIPPINES

2023-09-09T10:56:52+07:00

This study focused on exploring the reasons why some faculty members face challenges in performing their three-fold functions of instruction, research, and extension services. The research aimed to determine the perspectives of the faculty members towards their three-fold functions, examined the factors affecting their performance in carrying out these functions, and the challenges they encountered. The study used phenomenological research design where 20 faculty members were interviewed. By delving into the perspectives and experiences of faculty members, the study seeks to understand their perceptions of their instructional, research, and extension roles. It also examined factors that influence their performance, such as institutional support, workload management, available resources, and opportunities for professional development. Additionally, the study identified and analyzed the challenges they face while fulfilling their functions. Findings showed that they exhibit a solid grasp of their responsibilities and find great fulfillment in teaching, research, and extension activities, however, they encounter several significant challenges such as limited involvement, heavy workloads, inadequate resources, and institutional obstacles that impede their effectiveness. Four themes emerge in the study namely: Faculty Perception and understanding, Affecting performance factors, Challenges encountered, and Enjoyment and fulfilment. The findings will provide valuable insights for developing targeted interventions and strategies to enhance faculty members' performance and address the challenges they encounter. This research is aimed at supporting the faculty members of State Universities and Colleges in successfully fulfilling their three-fold functions.

GUIDELINES FOR ENHANCING DESIGN THINKING FOR STUDENT TEACHERS

2024-11-20T15:10:48+07:00

The world in the VUCA era is characterized by rapid technological changes, which have significant impacts on all sectors, especially the education sector, which needs to address human development. In the era of VUCA, a new generation of student teachers must be instilled with the qualities of “design thinking” in order to design and develop learning programs that keep up with the changes. This research, thus, aims to 1) assess the need regarding design thinking in student teachers, 2) analyze the process of managing teaching programs under the teacher training curriculum to promote design thinking in student teachers, and 3) develop guidelines for enhancing design thinking in student teachers. The research is divided into 3 stages. The first stage is the analysis and exploration. The research samples comprise a total of 264 student teachers selected from random sampling. The data were obtained using a 5-level rating scale as an assessment tool to measure the qualities of design thinking in student teachers. Then, the needs were analyzed using the Modified Priority Needs Index (PNI_modified). The second stage is the analysis of the process of managing teaching programs under the teacher training curriculum by interviewing 8 student teachers. The last stage is the development of guidelines for enhancing design thinking in student teachers by summarizing and analyzing the research findings at each stage and allow the experts to assess the suitability of the guidelines and refine them. The research found the following: 1) student teachers demonstrated the needs to develop the qualities of design thinking in all aspects, with design thinking skills requiring development the most, followed by the design thinking mindset, and 2) the process of managing the teaching programs under the teacher training curriculum, which encompasses the process of managing teaching programs and the process of professional teaching training, did not adequately enhance design thinking in student teachers, and 3) the guidelines for enhancing design thinking in student teachers, namely the 6-point action by the curriculum provider, the 2-point action by the teachers, and the 2-point action by teacher mentors and schools.

A MODEL FOR DEVELOPING LEARNING SKILLS IN THE NEW NORMAL ERA TO ENHANCE DIGITAL CITIZENSHIP IN SMALL SCHOOLS UNDER THE OFFICE OF PHAYAO PRIMARY EDUCATION SERVICE AREA

2024-08-28T16:16:49+07:00

This research aimed to study learning skills in the new normal era of students in small schools, examine the enhancement of digital citizenship among students in small schools, and develop a model for improving learning skills in the new normal era to promote digital citizenship in small schools under the Office of Phayao Primary Education Service Area. The sample consisted of 234 teachers from small schools. The research instruments were questionnaires and a model evaluation form. Quantitative data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. Qualitative data were analyzed through content analysis and data classification. The research findings were as follows: 1) Learning skills in the new normal era for small schools under the Office of Phayao Primary Education Service Area comprised five skills: critical thinking, communication, collaboration, creative thinking and innovation, and information technology skills. Overall, these skills were rated at a high level. 2) Digital citizenship of students in small schools consisted of three aspects: respect for yourself and others, educate yourself and others, and protect yourself and others. Overall, these aspects were rated at a high level. 3) The model for developing learning skills in the new normal era to enhance digital citizenship in small schools under the Office of Phayao Primary Education Service Area was named "5 Skills, 3 Characteristics of Digital Citizenship in the New Normal Era (S5 REP)". It consisted of three operational components: 1) development of four learning skills, 2) five learning skills of students in the new normal era, and 3) three aspects of students' digital citizenship.

THE DEVELOPMENT OF SCHOOL NETWORK FOR DEVELOPING CURRICULUM COPE WITH COVID-19 AND CHIANG RAI EARTHQAKE BASED ON COMPETENCY THROUGH BLENDED TRAINING AND LOCAL AREA NETWORK

2024-11-14T10:40:51+07:00

This research aims to 1) developing a network of schools to develop competency-based curricula for COVID-19 and earthquake response in Chiang Rai through blended training in collaboration with local area networks 2) lessons learned from the development of school networks. The target groups were teachers, and students, of 3 schools in risky areas in Chiang Rai Province. The research was conducted using three phases of research and development methodology: Phase 1 Develop a network of schools to develop curricula, targeting 55 teachers from 3 schools. Phase 2 The network schools implement the curricula with 109 target students, And Phase 3 Lessons learned with 15 participants, including administrators, teacher representatives, student representatives, and mentor teachers. The research results found that:
1. A network of schools developing curricula to handle COVID-19 and earthquakes, focusing on competency, has increased by 3 schools, bringing the total to 8 schools. Teachers had significantly higher knowledge in developing competency-based COVID-19 and earthquake response curricula after the training than before the training at a statistical level of .05. Teachers were able to develop the curriculum and were able to design competency-based learning activities to cope with COVID-19 and earthquakes at a good level. Students from all 3 schools had significantly higher knowledge in coping with COVID-19 and earthquakes after joining the curriculum than before joining the curriculum at a statistical level of .05. They had fair skills in coping with COVID-19 and earthquakes and had the highest level of awareness of preparedness.
2. The new generation network schools have developed disaster curriculum innovations that focus on practice, are appropriate for the context, and are flexible in their implementation. The key success factors are: 1) the readiness of the knowledge platform from the research team, 2) the collaboration of the research team, mentor teachers, and local disaster networks to develop schools that are consistent with the work culture of each school’s teachers, 3) the vision of administrators, creating a leading team, and a supporting team in curriculum development, 4) the mutual vision of administrators and teachers for schools, students, and communities from curriculum development, and 5) flexibility, friendliness, trust, and positive communication among the research team, mentor teachers, administrators, and teachers in the network schools.

THE PROJECT – BASED LEARNING MANAGEMENT OF FOOTBALL FOR ENHANCING TEACHER PROFESSIONAL COMPETENCY OF STUDENTS MAJORING IN PHYSICAL EDUCATION

2024-11-04T11:29:20+07:00

This study aimed to 1) study and create a project-based learning management plan that affects teachers' professional competence, 2) study the learning achievement in football through project-based learning management, and 3) study the results of the satisfaction assessment of project-based learning management in football. The sample group used in this research was 60 first-year students of Nakhon Sawan Rajabhat University who registered for football subject in the second semester of the academic year 2023. They were selected by purposive sampling. The sample group who responded to the teacher professional competence evaluation form was team managers, coaches, and assistant coaches who participated in the Football Education Cup activity, a total of 136 teams, totaling 408 people. The total sample size was calculated using the Krejcie and Morgan table, which was 196 people. The research instruments consisted of a learning management plan using the project-based learning process, a teacher professional competency assessment form, an achievement test, and a satisfaction assessment form for project-based learning management. The results were analyzed using the mean and standard deviation. The research results found that 1) The results of the study on project-based learning management in football subject to promote teacher professional competence of Physical Education students promoted teacher professional competence of Physical Education students, with a mean value of 4.40 and a standard deviation of 0.55, which was at a high level. The competencies that occurred the most in Physical Education students were: (1) Volunteer competency, public spirit, equal to = 4.47, S.D. = 0.56; (2) Teamwork competency, equal to = 4.42, S.D. = 0.57; and (3) Teacher personality competency and attitude in adapting, equal to = 4.41, S.D. = 0.54, respectively. 2) The achievement in learning football subject by using project-based learning in football subject to promote professional competency of Physical Education students was equal to 80.83, which passed the set criterion of 80/80. 3) The result of the study of satisfaction with project-based learning in football subject, which had an evaluation result with a mean value of 4.34 and a standard deviation value of 0.56, which was at a high level.

DEVELOPMENT OF A TRAINING COURSE TO ENHANCE COMPETENCY-BASED INSTRUCTION FOR TEACHERS AND FOSTER STUDENTS’ PROBLEM-SOLVING ABILITIES AT SMALL PRIMARY SCHOOLS USING THE GF-TOR MODEL

2024-03-01T10:48:34+07:00

Through a research and development process, this study aimed to: 1) identify key information for a training course to enhance competency-based instruction for teachers, 2) develop the course curriculum, 3) trial it, and 4) evaluate its effectiveness. The sample group for the trial comprised 44 participants, including teachers from small-sized schools under the Nakhon Ratchasima Primary Educational Service Area Office 2-4 and upper primary school students from 10 schools. The research tools included the course curriculum and manual, a competency-based instruction knowledge test, an evaluation of active learning activity design, teacher competency assessment, problem-solving skills test, and a satisfaction questionnaire. Statistical analyses involved mean, percentage, standard deviation, and t-tests. The research findings revealed significant insights: 1) The overall competency of teachers in competency-based instruction was found to be at a moderate level, with a notable proficiency in implementing it within the classroom setting. 2) The curriculum encompassed eight critical elements: background and importance, principles, aims, structural units (competency-based instruction, design and application of learning innovations, development of plans for active learning activities, and teaching practices), content (competency-based instruction and proactive activities), systematic training using change creation processes, learning media/resources, and competency-based evaluation, all expertly assessed for quality. 3) The trial results of the curriculum revealed: (1) Teachers demonstrated increased knowledge post-training, surpassing the 70% criteria with statistical significance at the .05 level. (2) Teachers exhibited a high level of ability in designing active learning activities. (3) Teachers showed high level of competency in organizing competency-based instruction. (4) Teachers expressed high level of satisfaction with the training and curriculum utilization. Subsequent testing indicated significant improvement in students’ problem-solving skills post-class, surpassing the .05 significance level, with an 80% increase exceeding the criteria. 4) The course evaluation met criteria for context, inputs, processes, and outputs, indicating high quality and suitability for further use and dissemination.

DEVELOPMENT OF MULTIMEDIA ON DRESSING SKILL FOR SKILLS FOR STUEDENT WITH AUTISM

2024-10-22T09:48:35+07:00

The objectives of this research were: 1) to develop the multimedia on dressing skills for students with autism, and 2) to study the effect of multimedia usage on dressing skills for students with autism. The target group consisted of 3 students with autism with their age ranged between 6-7 years old. The design of this research was Research and Development including the experiment and case study. The research instruments included: 1) Three Multimedia titled “Dressing Practice with Paper, Ida inviting to practice one’s skirt and pant, and Omsin can wear socks and shoes by oneself, and 2) Nine Activity Management Plans of multimedia usage on dressing skills for students with autism, 3) The Evaluation Form of Dressing Skills.” The instruments were Value. 4) Multimedia quality assessment form. Bring research tools to experts. By evaluating content, language, sound, and screen design. Including the consistency of the assessment form, Each item's IOC value is between 0.67 - 1, with values greater than 0.5 considered consistent. The quality of the multimedia scored 80. The instruments being evaluated by experts were developed for 4 weeks Monday, Wednesday and Friday from 12.00 – 12.30 pm. Then, they were used for practicing on dressing skills for students with autism during 4 weeks. Post-test data were recorded every hour. The findings of multimedia usage were colluded every hour. Data were analyzed and presented using basic statistics, including Percentages, and Descriptive statistics. The research found that:
1. The IOC Mean Value of Multimedia titled Dressing Skills of Students with Autism Each item's IOC value is between 0.67 - 1, with values greater than 0.5 considered consistent. The quality of the Multimedia Scores was 80 or higher. It was found that the Multimedia could effectively be used for developing dressing skills in students with autism.
2. The findings of Multimedia usage titled Dressing Skills of Students with Autism found that three students’ posttest scores were higher than the pretest scores in all of 3 stories. The first student showed increased score 87.00%. The second student showed increased score 19.17%. The third student showed increased score for 42.22%. Therefore, the usage of Multimedia titled Dressing Skills of Students with Autism was increased in every student.

DEVELOPMENT OF AN INSTRUCTIONAL MODEL TO PROMOTE PHYSICAL ACTIVITY DURING THE COVID-19 SITUATION OF TEACHERS IN PARNER SCHOOL OF FACULTY OF EDCUTION, NARESUAN UNIVERSITY

2024-09-27T15:14:18+07:00

The objectives of this research were: 1) to develop and assess the quality of an instructional model designed to promote physical activity of teachers in partner schools during the COVID-19 situation, in collaboration with the Faculty of Education at Naresuan University, and 2) to study the results of implementing this instructional model. The sample group consisted of 30 teachers from partner schools and 36 student of teachers who were a sample group, selected through purposive sampling. The research tools included: 1) the instructional model to promote physical activity in the COVID-19 situation, 2) an assessment of learning management ability to promote physical activity, and 3) an assessment of student health – related physical fitness. Data were analyzed using basic statistics, including means, standard deviations, and t-tests (One-Sample and Dependent). The results indicated that: 1) the instructional model to promote physical activity during the COVID-19 situation of teachers in partner schools comprises five stages: (1) Analysis: identifying needs and constraints caused by COVID-19, (2) Design: setting learning objectives and designing diverse activities based on a physical activity manual and learning management plan, (3) Development: creating teaching materials and preparing for online learning, (4) Implementation: conducting online teaching and fostering an online community, and (5) Evaluation: assessing learning outcomes and providing continuous feedback. The model was founded as highly suitable, feasible, and useful. 2) After implementing the model, the teachers' ability to manage learning that promotes physical activity during the COVID-19 situation were higher than the 70% criterion at a significance level of 0.05. Furthermore, post-test scores on students' health – related Physical fitness were significantly higher than pre-test scores, demonstrating effective learning management that resulted in improved physical fitness, suitable for exercise and sports.

A NEEDS ASSESSMENT FOR THE DEVELOPMENT OF THE LEARNING ASSESSMENT ABILITY OF SCIENCE TEACHERS UNDER THE KAMPHAENG PHET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

2024-04-24T09:35:54+07:00

The goal of this research is to examine science instructors' proficiency in learning assessments and to evaluate the needs for developing science teachers' learning assessment competency. The sample consisted of 166 science teachers from Kamphaeng Phet Primary Educational Service Area Office 2, selected through stratified random sampling. Data was collected using a dual-response format questionnaire with a 5-point rating scale. Content validity was verified by three experts (IOC = 0.67-1.00), and reliability was assessed using Cronbach's alpha coefficient (α=0.96). Data analysis employed frequency, mean, standard deviation, PNI_modified, and matrix analysis. The findings showed that science teachers under the Office of Kamphaeng Phet Elementary Education Service Area Office 2 demonstrated a high level of learning assessment competency, including Assessment of Learning (M=3.89, SD=0.73), Assessment for Learning (M=3.86, SD=0.76), and Assessment as Learning (M=3.77, SD=0.77) are all demonstrated. The highest need for assessment of science teachers was assessment as learning (PNI_modified = 0.17), followed by assessment for learning (PNI_modified = 0.16) and assessment of learning (PNI_modified = 0.15), respectively. In detail, the highest need for assessment as learning is assessment design based on actual conditions in which learners participated in the assessment design (PNI_modified = 0.27), followed by the use of assessment results to improve learners' learning and the use of assessment to improve teacher teaching during and after teaching by students' self-reflection (PNI_modified = 0.26) and the use of assessment results to improve learners' learning and the teaching of teachers after the end of teaching where students self-reflect with the presentation of the report on the preparation of the learning assessment design project after the end of teaching (PNI_modified = 0.21).

THE APPLICATION OF GENERATIVE AI IN EDUCATIONAL RESEARCH: A SYSTEMATIC LITERATURE REVIEW

2024-10-21T11:07:28+07:00

This study is a systematic literature review with the aim of studying the use of Generative AI in educational research and presenting guidelines for applying AI in the teaching and learning process. The systematic literature review selected 18 articles from foreign research related to the use of Generative AI during 2021-2023. The results show that AI is used in three main ways: supporting learning, creating and improving learning media, and assessing and tracking learning to provide feedback. For example, ChatGPT and ChatBot are used as teaching assistants. Platforms such as Midjourney and Synthesia are used to create interactive learning media. ChatGPT is also used to assess and provide specific feedback to students. The use of AI in education has shown potential to improve learning and teaching experiences. However, there are still challenges in terms of access and equity in education. Therefore, the use of AI should be considered in terms of design that takes into account social factors and access to technology. This is to create more inclusive and equitable education.

FACTORS AFFECTING RESILIENCE OF SECONDARY STUDENTS IN THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE PHITSANULOK AND UTTARADIT

2024-11-06T14:01:42+07:00

The purpose of this research were 1) To study the factors affecting resilience of secondary students in the secondary educational service area office Phitsanulok and Uttaradit. 2) To create forecast formulas to predict the factors affecting resilience of secondary students in the secondary educational service area office Phitsanulok and Uttaradit. The sample were 150 students, secondary students in the secondary educational service area office Phitsanulok and Uttaradit by using multistage sampling. The research instrument used to collect data was the 5 point Likert scale questionnaire with 50 questions factors affecting resilience, consisting of 5 factors: the self-esteem factor (X₁), the good relationship factor (X₂), the optimism factor (X₃), the adaptability factor (X₄) the coping factor (X₅) and resilience (Y). Data were analyzed using Mean, Standard Deviation and multiple regression analysis using Enter method. The research results found that 1) various factors had an influence resilience of secondary students in the secondary educational service area office Phitsanulok and Uttaradit, a total of 6 variables including the optimism factor (X₃) has an influence value of 0.28, the coping factor (X₅) has an influence value of 0.25, the good relationship factor (X₂) has an influence value of 0.25, and the adaptability factor (X₄) has an influence value of 0.17 with statistical significance at the .05 level and The self-esteem factor (X1) has an influence value of 0.12. 2) Could create forecast formulas as follows:
The raw score formula can be written in terms as follows:
Y = -0.12 + 0.28X₃* + 0.25X₅* + 0.25X₂* + 0.17X₄* + 0.12X₁
The standard score formula can be written in terms as follows:
Z = 0.24Z₃* + 0.24Z₅* + 0.20Z₂* + 0.18Z₄* + 0.10Z₁

GUIDELINES FOR ENHANCING THAI TEACHERS’ ARTIFICIAL INTELLIGENCE LITERACY IN THE DIGITAL AGE

2024-09-12T09:42:50+07:00

In the rapidly evolving digital age, Thai teachers must adapt to remain effective. This research aims to examine the level of artificial intelligence (AI) literacy among Thai teachers, analyze factors influencing their AI literacy, and develop guidelines to enhance this literacy. An explanatory sequential mixed-methods design was utilized, beginning with a quantitative survey of 584 Thai teachers to assess their AI literacy levels, followed by semi-structured interviews with 12 teachers selected from the initial sample for in-depth analysis of influencing factors. The findings from both quantitative and qualitative data were synthesized to draft AI literacy enhancement guidelines, which were then reviewed by experts to ensure quality and suitability. The study revealed that Thai teachers’ AI literacy level was moderate (M = 2.89, SD = 0.70). Teachers demonstrated an awareness of AI's benefits but lacked proficiency in practical application. Key factors affecting AI literacy included technological, personal, and environmental influences. The development of AI literacy enhancement guidelines encompasses three key areas including strategic actions for school administrators, practical measures for teachers, and curriculum and training design focusing on the ethical and safe use of AI. This research contributes to improving AI literacy among Thai educators and supports educational policymakers in crafting AI integration strategies, preparing teachers to adapt effectively to the evolving digital age. Additionally, promoting a clear understanding and responsible use of AI will create a strong foundation for Thailand's education system. This approach will empower Thai society to fully leverage AI technology, contributing to sustainable development across economic, social, and cultural dimensions.

A STRUCTURAL EQUATION MODEL OF THE FACTORS INFLUENCING THE EFFECTIVENESS OF SECONDARY SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA IN THE NORTHEAST

2024-02-22T11:09:32+07:00

This research has three objectives: 1) to study the effectiveness of secondary schools and the factors influencing their effectiveness in secondary school under the Office of Secondary Educational Service Area in the Northeast; 2) to examine the consistency of the developed causal relationship model with empirical data; and 3) to investigate the direct, indirect, and total influences of factors affecting school effectiveness. The sample consisted of 572 school directors, calculated using G*Power3 and randomly selected in proportion to the population of each school using a lottery method. The findings of this research indicate that 1) the overall effectiveness of secondary schools and the influencing factors have a high average level; 2) the model of factors influencing the effectiveness of secondary schools is consistent with empirical data; 3) the direct influences are ranked as follows: teacher characteristics (0.45), internal atmosphere (0.41), leadership of administrators (0.01), and organizational culture (0.01). The indirect influences are ranked as follows: leadership of administrators (0.71), teacher characteristics (0.14), organizational culture (0.13), and internal atmosphere (0.08). The total influences are ranked as follows: leadership of administrators (0.72), internal atmosphere (0.58), teacher characteristics (0.49), and organizational culture (0.15).

THE ADMINISTRATION OF EDUCATIONAL OPPORTUNITY EXPANSION SCHOOLS THAT PROMOTES CHARACTERISTICS OF HIGH FUNCTIONING CLASSROOM

2024-10-29T16:07:51+07:00

This article aimed 1) to study the characteristics of high functioning classroom in educational opportunity expansion schools; 2) to examine the administrative conditions of educational opportunity expansion schools that promote characteristics of high functioning classroom; and 3) to present the administration of educational opportunity expansion schools that promotes characteristics of high functioning classroom. This research is a qualitative multi-case study. The key informants were 36 people, including school administrators, teachers, and students from 3 educational opportunity expansion schools. The research tools used were semi-structured interviews and documentary research. The data were analyzed using content analysis from field notes through transcription and analytic induction. The study’s findings were: 1) The characteristics of high functioning classroom have 12 components divided into 3 areas, which were overall rated at a moderate to high level. The roles/behaviors and relationships were at the highest level, while learning space and time management for learning were at the lowest level. 2) The administrative conditions of all 3 case studies had similar approaches but varied implementation methods based on their specific contexts. These focused on teacher development, environment arrangement, and promoting active learning. 3) The administration that promotes characteristics of high functioning classroom consists of 3 areas: 1) Roles/behaviors and relationships were at a high level, using principles of understanding, accessing, and developing, promoting professional learning communities, and supporting instructional media and materials; 2) Learning space and time management were at a low level, with four-department administrative structure and learning environment arrangement; and 3) Learning process management was at a moderate level, promoting active learning and learning innovation development. This research provides findings that can be used as guidelines to promote and develop characteristics of high functioning classroom in public educational institutions, ensuring students receive quality education and grow into responsible citizens.

DEVELOPING AN INSTRUCTIONAL METHOD USING CREATIVITY-BASED LEARNING AND COOPERATIVE LEARNING TEACHNIQUES TO ENHANCE STUDENT TEACHERS’ ABILITY IN ADDITIONAL SUBJECT CURRICULUM DESIGN

2024-10-24T09:25:33+07:00

This research aimed to: 1) develop an instructional method using creativity-based learning and cooperative learning techniques that achieves an efficiency index of 75/75, 2) compare student teachers' knowledge of designing additional subject curriculum before and after receiving the instructional method, 3) compare student teachers' practical skills in designing additional subject curriculum after receiving the instructional method against the 70% criterion, and 4) investigate student teachers' satisfaction with the instructional method. The research sample consisted of first-year student teachers from the Mathematics program at Phetchabun Rajabhat University's Faculty of Education (N=30), selected to participate in this research during the 2023 academic year using the cluster random sampling method. The research instruments included: 1) lesson plans based on creativity-based learning and cooperative learning techniques, 2) a test on student teachers’ knowledge of designing additional subject curriculum, 3) an assessment form for student teachers' practical skills in designing additional subject curriculum, and 4) a questionnaire on student teachers’ satisfaction with the instructional method. The data were analyzed using mean, standard deviation, dependent sample t-test and one sample t-test. The results were as follows: 1) The instructional method using creativity-based learning and cooperative learning techniques achieved an efficiency index of 79.03/81.11, meeting the 75/75 criterion. 2)Student teachers' knowledge of designing additional subject curriculum after receiving the instructional method was higher than before receiving the method. 3) Student teachers' practical skills in designing additional subject curriculum after receiving the instructional method exceeded the 70% criterion, and 4) Student teachers expressed the highest level of overall satisfaction toward the instructional method using creativity-based learning and cooperative learning techniques in the areas of instructional input, instructional activities, and instructional benefits.

THE DEVELOPMENT OF LEARNING ACTIVITY PACKAGE USING GENERATIVE AI TO ENHANCE THE ENGLISH WRITING SKILLS OF GRADE 9 STUDENTS THROUGH IMAGE CREATION

2024-11-08T11:01:16+07:00

This research aims to develop a learning activity package using Generative AI to create images to enhance the English sentence writing skills of Grade 9 students. The study was conducted at the Naresuan University Secondary Demonstration School of during the 2024 academic year, with a population of 269 Grade 9 students and a sample size of 38 students. This research is a development study in which the researcher designed a learning activity utilizing Generative AI to create images and had the learning activity package evaluated by 5 experts. The activity was then tested to compare the students' ability to write English sentences before and after participating in the learning activity package, along with evaluating the sample group’s satisfaction with the activity. The research findings indicated that the learning activity package was deemed highly appropriate ( = 4.71, SD = 0.55). Additionally, the trial showed a significant improvement in the sample group’s ability to write English sentences at the .05 level. Furthermore, the sample group expressed a high level of satisfaction with the learning activity package ( = 4.21, SD = 0.67).

THE DEVELOPMENT OF LEARNING ACTIVITIES WITH A PROJECT BASED LEARNING AND DIGITAL LEARNING TOOLS TO PROMOTE THE ENTREPRENEURIAL SKILLS FOR STUDENTS AT GRADE 12

2024-05-08T09:41:57+07:00

This research purposes were 1) To develop and improve the quality of academic activities through the framework as a combination of digital learning tools to promote entrepreneurial skills for grade12. 2) To compare pre- and post-knowledge of entrepreneurship. 3) To study entrepreneurial skills. 4) To study satisfaction with the use of digital learning tools, A group of samples include students in grade 12 at the Nongchangwittaya School, Uthaithani province. Thirty-six students were selected by purposive sampling. Research tools include activities plans of Project-Based Learning and Digital learning tools to promote entrepreneurial skills, pretest and posttest, entrepreneurial skills test, and satisfaction questionnaire. The statistics used to analyze the data were percentage, mean, standard division and Non-probability Sampling. The result were concluded as follow: 1) the activities plans of Project-Based Learning and Digital tools to promote entrepreneurial skills have five steps: 1) Define 2) Plan 3) Do 4) Review 5) Presentation and the quality of activities plans of Project-Based Learning and Digital tools to promote entrepreneurial skills were most suitable on highest level ( = 4.72, SD = 0.31) 2) students in grade 12 had posttest scores statistical significant at .05 level higher than pretest scores. 3) the overall entrepreneurial skills are at a very good level, with 80.47 percent passing the criteria. 4) the satisfaction of students in grade 12 after studied towards activities plans of Project-Based Learning and Digital tools to promote entrepreneurial skills were totally highest level ( = 4.71, SD = 0.35).

DESIGN OF METAVERSE LEARNING ENVIRONMENTS TO ENHANCE ANALYTICAL THINKING FOR PRIMARY ONE LEVEL

2024-10-16T16:02:12+07:00

This research was conducted to satisfy the following objectives: 1) To examine the results of learning environments created using the Metaverse, 2) To evaluate the analytical thinking capabilities of each student, 3) To examine the learning outcomes of the lessons, 4) To assess feedback from first-grade students at Khon Kaen University Demonstration School, Faculty of Education, comprising 38 individuals, during the first semester of the 2024 academic year. Instruments used in this research consist of learning environment design based on Metaverse’s available tools, an analytical thinking test and an academic achievement evaluation test. Qualitative data was analyzed using descriptive analysis, and the statistics used included percentages, means, and standard deviations. The results of this research are as follows; The Metaverse learning environment includes key components: Problems and missions, Learning resources, Foundational Scaffolding, Collaboration, and Coaching. Analytical thinking capability evaluation shows that 31 students (81.58%) achieved an average score of 11.50, equating to 76.66%. In term of learning results, 30 students (78.95%) achieved an average score of 15.63, equating to 76.30%. Students’ feedback indicates that the contents are appropriate and easy to understand. In term of design, a clear, readable, colorful, and engaging font has been included. The problem situations and learning tasks incorporated questions that stimulated analytical thinking and supported self-directed knowledge construction. Students were able to share and exchange their ideas. Lastly, different problem-solving situations enabled students to gain deeper understanding of the content.

DEVELOPMENT OF INSTRUCTIONAL MODEL WITH SIMULATED SITUATIONS TO ENHANCE PERFORMANCE IN EMERGENCY NURSING OF NURSING STUDENTS

2024-02-13T11:35:00+07:00

This research and development study aimed to examine the current teaching conditions, develop an instructional model, and evaluate the effectiveness of a simulation-based teaching model to enhance emergency nursing competencies among nursing students. The study was conducted in three phases: 1) A survey of 15 nursing instructors to assess current teaching practices; 2) Development of a teaching model based on phase 1 results and literature review, validated by three experts; and 3) Evaluation of the model's effectiveness using a quasi-experimental design with 60 nursing students (30 each in experimental and control groups). The research findings revealed: 1) Current teaching methods inadequately support the application of theoretical knowledge to emergency nursing practice; 2) The developed teaching model comprises three stages: preparation, implementation, and evaluation; 3) Post-intervention, the experimental group showed significantly higher emergency nursing practice scores compared to their pre-test scores and the control group's scores (p < .05). The study concludes that the developed simulation-based teaching model effectively enhances nursing students' emergency nursing competencies. This model offers a promising approach for bridging the theory-practice gap in nursing education, particularly in emergency care contexts. Further research is recommended to explore the long-term impacts and applicability of this model across various nursing specialties.