Journal of Education and Innovation

COMMUNITY-BASED ART EDUCATION: USING ARTS AND CULTURE FOR EDUCATION COMMUNITY DEVELOPMENT

2025-09-01T09:40:10+07:00

Art education plays a crucial role in transmitting knowledge, fostering understanding and appreciation, and raising awareness of art and culture. Art is a form of expressive human behavior that reflects emotions, feelings, beliefs, and thoughts and conveys them through various forms. Art is a fundamental element of culture that responds to satisfaction, provides a sense of enjoyment, and expresses aesthetic emotions. It also represents the meanings and value systems of cultural societies that have been passed down through generations. Therefore, the art cannot be separated from its cultural and social context—it cannot exist in isolation from its roots. Learning about art and culture is a process that fosters an understanding and appreciation for these fields. This will develop into a collective effort to preserve, promote, develop, recognize, and appreciate the value of cultural heritage through art education, as well as through art activities and the process of linking with social contexts and attitudes. Currently, various concepts, theories, and methods can be applied to community development to align with the changes in the global situation of the 21st century. Community-based Art Education. Therefore, collaboration is essential for raising awareness, fostering appreciation, promoting pride, and driving sustainable development, thereby ensuring the preservation, passing on, and conservation of resources for future generations.

WORK ENVIRONMENT AND QUALITY OF WORK LIFE OF PERSONNEL IN HIGHER EDUCATION INSTITUTIONS

2025-09-12T15:12:54+07:00

The work environment, including its design, is a crucial factor that organizations must consider. A supportive environment enhances employees’ quality of work life, improves efficiency, and promotes sustainable success. Higher education institutions, in particular, are crucial to social and national development as they produce quality graduates, generate new knowledge, and provide academic services to society. Therefore, prioritizing the promotion of a good quality of work life for employees is crucial. This article aims to study the work environment and quality of life of higher education personnel. This paper utilizes a synthesis of relevant literature and theoretical concepts to draw conclusions on the impact of the work environment on their quality of work. The findings suggest that work environment development consists of two components. The first is the physical work environment, which covers tangible aspects of employees’ working conditions and affects their health, safety, and efficiency. This includes factors such as lighting, temperature, noise, vibration, air quality, and workspace arrangements. Second, the development of the social work environment, which encompasses interpersonal relationships and interactions within the workplace, as well as the organizational atmosphere and culture that influence employee feelings and behaviors. Both aspects of the work environment are crucial for employee health, happiness, and work efficiency. A good physical environment promotes health and safety and reduces the risk of various diseases. And the social environment will create a good working atmosphere, which has a positive effect on the mental health of employees.

VENERABLE PERSON: THE WAY OF LIVING AS A TEACHER WITH THE SUFFICIENCY ECONOMY PHILOSOPHY PRINCIPLE

2025-09-23T11:20:05+07:00

This article aims to present teachers' conduct with the Sufficiency Economy Philosophy to be venerable person. The teachers are involved in developing people, especially students, in terms of morality and abilities, and must be appropriate role models. It is imperative that teachers must demonstrate that they possess the competence to be professional teachers who are both accomplished and of good character and deserve to be respected by society. Therefore, the teachers must regulate behavior with ethics, thinking with knowledge, abilities with practical skills, and attitudes with positive thinking through conduct that takes into account moderation, appropriate to the status and role, not being greedy to the point of incurring debt and using things that hold value more than worth, be rational in thinking, acting and making decisions with carefulness and caution, mindful of the impact on the profession, organization, students and others, creating a internal immunity to be strong, do not feel tired in the profession and can stand firm amidst external changes by being reliance for the self and students, beneath the clear wisdom that comes from deep training and learning in the teachings and other related sciences, and the practice of professional ethics which will lead to the elevation of attitudes, knowledge and behavior to have the qualities of a true teacher.

PEDAGOGICAL COMPETENCIES AND VOLLEYBALL COACHING IN HIGH SCHOOLS

2026-01-05T19:16:46+07:00

Pedagogical competencies and volleyball coaching competencies are important factors for teachers’ physical education. This is because their roles include teaching physical education activities according to the curriculum and coaching sports, which are extra-curricular activities. Having appropriate competence helps students receive proper learning, have basic skills in volleyball, and have knowledge, understanding, and a good attitude towards the sport. It also lays a foundation for self-development to compete at the school, provincial, and national levels, and achieve success in the international arena. Competence of physical education teachers related to teaching and coaching volleyball can be divided into 5 areas: 1) knowledge competence, 2) sports skills competence, 3) character competence, 4) behavioral competence, and 5) motivational competencies. These competencies serve as a key guideline for developing students' physical, emotional, social, and intellectual readiness. Teachers and coaches must therefore play a leadership role, planning appropriate learning and training, fostering discipline, fostering sportsmanship, a love of sports, understanding the rules, and utilizing their time wisely. For students with special talent in volleyball, coaches can also develop them into high-potential athletes through systematic and sequential training management and planning. This will result in students gaining greater experience, continuously developing their bodies and skills, and preparing them for competition at a higher level of excellence.

HOME LITERACY ENVIRONMENT FOR CHILDREN WITH DYSLEXIA

2025-10-24T18:37:56+07:00

Dyslexia is a neurodevelopmental disorder classified as a learning disability and it is the most identified learning difficulty among school-aged children. Diagnosis typically occurs after children enter formal schooling, most often at the elementary level. The home literacy environment constitutes a foundational context that plays a crucial role in stimulating cognitive processes, language use, and the integration of learning experiences, which serve as the basis for cognitive development, higher-order learning, and the continuous development of reading skills. The home literacy model explains parent–child interactions through both informal literacy activities, which emphasize language experience and meaning, and formal literacy activities, which focus on the explicit and goal-directed development of reading and writing skills. Key factors associated with children’s literacy learning include parental literacy beliefs, parental education level, parental involvement, and the availability of home literacy resources. A review of the literature indicates that the home literacy environment plays a significant role in supporting the development of reading skills in children with dyslexia, particularly through shared reading activities that enhance vocabulary growth and language comprehension. However, within the Thai context, empirical studies directly addressing this issue remain limited. Therefore, this article aims to review and synthesize the existing literature on home literacy environments for children with dyslexia and to propose guidelines for promoting effective home literacy environments that are appropriate to the social and cultural context of Thailand to support the reading development of this population effectively.

DEMOCRATIC PEDAGOGY IN PRACTICE: STRATEGIC APPROACHES TO SOCIAL STUDIES FOR FOSTERING ACTIVE CITIZENSHIP

2026-01-06T08:39:11+07:00

Democratic Pedagogy in Practice: Strategic Approaches to Social Studies for Fostering Active Citizenship aims to (1) propose a theoretical framework that connects to practical approaches in social studies instruction, (2) expand the paradigm of democracy from curriculum design to classroom practice in Thailand, and (3) suggest pathways for cultivating active citizens who are critical, responsible, and meaningfully engaged in democratic society. Although democracy has been embedded in the national curriculum since the October 14, 1973 movement, it has largely remained confined to social studies content and symbolic activities. “Democratic Classroom Practices” are therefore proposed as a starting point for restructuring power relations in schools and classrooms in ways that do not diminish students’ dignity a key factor contributing to school dropout. The ideas of Paulo Freire, who viewed education as a process of liberation, and John Dewey, who emphasized learning for life, provide the foundation for designing spaces where teachers and students co-intentionally construct knowledge through questioning, dialogue, and reflection. The study identifies four strategic approaches (1) moral deliberation, (2) cultivation of democratic dispositions, (3) acceptance of cultural diversity, and (4) problem-based learning for social change. These approaches foster moral reasoning, social responsibility, coexistence with diversity, and democratic problem-solving. The article argues for shifting pedagogy from hierarchical to horizontal structures, positioning schools as safe spaces that promote rights, freedoms, equality, and diversity. This transformation is essential for building active citizens capable of driving social change and living meaningfully in democratic society.

THE RELATIONSHIP BETWEEN DESIGN THINKING AND CREATIVE THINKING: AN EDUCATIONAL DESIGN PERSPECTIVE IN 21ST CENTURY LEARNING

2026-01-06T08:42:05+07:00

This article aims to present and analyze the synergistic relationship between Design Thinking and Creative Thinking within the context of educational design. It argues that Design Thinking should not be regarded merely as a problem-solving tool, but rather as a systemic conceptual framework that purposefully and concretely facilitates the development and application of creativity among both learners and educators. The central premise of the article is that Design Thinking and Creative Thinking operate in a mutually reinforcing cycle. Grounded in Human-centered Design, the Design Thinking process functions as a procedural mechanism comprising five key stages that create space for learners to integrate interdisciplinary knowledge and engage in meaningful collaboration. Concurrently, Creative Thinking serves as a cognitive process and intrinsic driving force that energizes each stage of Design Thinking, enabling the generation of innovation and the creation of new value that benefits learners and society. The integration of these two concepts contributes to a paradigm shift in learning management by transforming learners’ roles from passive recipients of knowledge into active innovators. Through experiential engagement and Learning by Doing, learners achieve Deep Learning and develop competencies aligned with the demands and challenges of the twenty-first century. This article therefore expands the theoretical framework of educational design by synthesizing Design Thinking and Creative Thinking, offering a conceptual foundation for enhancing the quality of education in response to global change.

ADAPTATION OF THAI HIGHER EDUCATION INSTITUTIONS: FROM DISRUPTION CRISIS TO LIFELONG LEARNING ECOSYSTEM

2026-01-26T14:17:02+07:00

Currently, higher education institutions are facing a perfect storm of change driven by three primary factors: the demographic shift towards an aged society, the rapid advancement of disruptive technologies—particularly Artificial Intelligence (AI)—and the post-pandemic "Next Normal" lifestyles. These factors have caused the value of traditional degrees to decline, in contrast to the rising demand for practical skills. This article employs documentary research to synthesize data from relevant research reports and policies, aiming to analyze structural threats and propose adaptation alternatives for the survival of higher education institutions. The findings suggest that higher education institutions must urgently transition from being knowledge monopolies to becoming "Lifelong Learning Ecosystems" through three strategic approaches: 1) driving the Reinventing University policy, while recognizing the challenges in shifting personnel mindsets and practical implementation; 2) reforming curriculums for greater flexibility using the Credit Bank System and Cooperative and Work-Integrated Education (CWIE); and 3) transforming the role of instructors into "Learning Engineers" and "Facilitators" equipped with digital and AI literacy. These measures aim to create intellectual safe spaces and sustainably produce competent human capital capable of meeting the demands of the future world.

THE DEVELOPMENT OF LEARNING ACTIVITY SET USING THE GPAS 5 STEPS ADVANCED SYSTEM THINKING PROCESS COMBINED WITH THE STAD TECHNIQUE IN THE PHYSICS SUBJECT ON THE TOPIC REFRACTION ON LIGHT FOR MATHAYOMSUKSA 5 STUDENTS

2025-05-29T11:48:44+07:00

The objectives of this research were: 1) to develop a set of learning activities with an efficiency that meets the 80/80 criterion, 2) to compare students’ learning achievement before and after using the learning activity set, 3) to determine the effectiveness index of the learning activity set, and 4) to study students’ satisfaction toward learning with the activity set. The sample consisted of 28 Mathayomsuksa 5/1 students from Saimoonwittaya School in the academic year 2024. The research instruments included a learning activity set based on the GPAS 5 Steps high-order thinking process combined with the STAD technique in Physics 3 on the topic of "Refraction of Light", a learning achievement test, and a student satisfaction questionnaire. The data were analyzed using percentage, mean, standard deviation, and t-test (Dependent Sample) to compare pre-test and post-test scores. The research findings revealed that the developed learning activity set had an efficiency of 83.75/81.90, which is higher than the established criterion of 80/80. The students’ post-test scores were significantly higher than their pre-test scores at the .05 level of significance. The effectiveness index of the learning activity set was 0.71, indicating a 70.72% improvement in students’ learning progress. Furthermore, students’ satisfaction toward the learning activity set was at the highest level, with a mean score of 4.81.

A NEEDS ASSESSMENT OF DEVELOPING ACADEMIC MANAGEMENT OF CATHOLIC SCHOOLS BASED ON THE CONCEPT OF SKILLS FOR SUCCESS

2025-05-09T15:37:39+07:00

This study was descriptive research aiming to investigate the current and desirable conditions of academic management in Catholic schools based on the concept of skills for success and to analyze the priority needs for developing academic management of catholic schools based on the concept of skills for success. The sample consisted of 369 Catholic schools in Thailand. The sample included 44 primary and secondary schools from 11 dioceses, affiliated with the Office of the Private Education Commission, selected through stratified and simple random sampling. The key respondents comprised 575 individuals, including school administrators, assistant directors in academic affair, curriculum heads, academic level heads, and teachers. The research instrument was a questionnaire, and the data were analyzed mean, standard deviation, and the Priority Needs Index (PNI_modified). The research findings revealed that 1) The current condition of academic management in Catholic schools based on based on the concept of skills for success was at a high level overall ( = 3.96), while the desirable condition was also at a high level overall ( = 4.50). 2) The priority needs for developing academic management in Catholic schools based on the concept of skills for success, when classified by academic management aspects, indicated that the highest priority needs index fell on curriculum development (PNI_modified = 0.145), followed by teaching and learning management (PNI_modified = 0.135) and measurement and evaluation (PNI_modified = 0.126), respectively. When classified by the components of the success skills approach, the highest priority needs index was found in thinking skill set (PNI_modified = 0.160), followed by technology skill set (PNI_modified = 0.137), working skill set (PNI_modified = 0.126), and personal skill set (PNI_modified = 0.123), respectively.

DEVELOPMENT OF LEARNING ACTIVITIES BASED ON DESIGN THINKING TO ENHANCE CREATIVE INNOVATION SKILLS IN GRADE 6 STUDENTS ON THE TOPIC OF EARTH PHENOMENA AND NATURAL DISASTERS

2025-04-18T14:36:36+07:00

This research aimed to: 1) develop and determine the effectiveness of learning activities using the design thinking process to enhance innovative creation skills in sixth-grade students on the topic of Earth's phenomena and natural disasters; 2) examine the effects of using learning activities employing the design thinking process to foster innovative creation skills in sixth-grade students on the topic of Earth's phenomena and natural disasters; and 3) investigate student satisfaction with learning activities utilizing the design thinking process to promote innovative creation skills in sixth-grade students on the topic of Earth's phenomena and natural disasters. The sample comprised 30 students from Grade 6/1 at Anuban Thung Saliam School (Ban Mueang Na), during the second semester of the 2024 academic year. Research instruments included: 1) lesson plan; 2) A student workbook; 3) A teacher’s guide; 4) A Creative-Innovation Skills Assessment; and 5) A Student Satisfaction Questionnaire. The study employed a Research & Development (R&D) design. The learning activities were created and developed according to the five phases of the Design Thinking process: Empathize, Define, Ideate, Prototype and Test. These activities were then piloted with the sample group. Student’s creative-innovation skills were measured before and after the intervention using the Creative-Innovation Skills Assessment, allowing comparison of pretest and posttest scores as well as post-test scores against an 80 percent criterion. The Student Satisfaction Questionnaire was administered to gauge learner’s overall satisfaction with the activities. The research findings revealed that: 1) the learning activities using the design thinking process to enhance innovative creation skills in sixth-grade students on the topic of Earth's phenomena and natural disasters had an efficiency of 82.39/80.00, which met the established criteria and demonstrated the highest level of suitability; 2) students' innovative creation skills post-learning were significantly higher than pre-learning at the .05 statistical significance level, and post-learning innovative creation skill scores were not significantly higher than the criteria; and 3) students' overall satisfaction with the learning activities was at a high level.

THE DEVELOPMENT OF SCIENCE AND TECHNOLOGY LEARNING ACTIVITIES COMBINING AUGMENTED REALITY TO PROMOTE SCIENTIIC CONCEPTS ON THE GENETIC INHERITANCE OF LIVING THINGS FOR GRADE 5 STUDENTS

2025-04-03T19:35:07+07:00

Science plays a crucial role in daily life and learning. However, students' performance in the Ordinary National Educational Test (O-NET) for the past three academic years (2020–2022) in the subject area of science for Grade 6 has been consistently low, particularly in Strand 1: Life Science, Standard SC1.3, where scores have remained below 50%. Therefore, there is an urgent need to improve science instruction, especially in the topic of genetic inheritance, which is complex, abstract, and difficult to visualize or understand thoroughly. This often results in students developing misconceptions. One promising approach to address this issue and enhance students’ conceptual understanding is the integration of augmented reality (AR) technology with hands-on learning activities, which has been shown to support the development of accurate scientific concepts effectively. This research aimed to: (1) develop and evaluate the effectiveness of a learning activity based on the 80/80 efficiency criterion; (2) study the effects of integrating AR with science learning activities to promote scientific conceptions on genetic inheritance among Grade 5 students; including (2.1) comparing students' scientific conceptions before and after participating in the learning activity, and (2.2) comparing students’ post-activity concept scores with the 80% benchmark; and (3) assess students’ satisfaction with the learning activity. The research was conducted in three phases: (1) development and validation of the learning activity, (2) implementation and evaluation of the learning outcomes, and (3) assessment of student satisfaction. The research findings revealed that
1. The developed learning activities consisted of seven lesson plans, eight AR media pieces, nine knowledge sheets, and nine worksheets. The efficiency test in 81.11/80.74.
2. The implementation of the science and technology learning activities integrated with augmented reality to enhance scientific conceptions on the topic of genetic trait inheritance in living organisms for Grade 5 students showed that: 2.1) Students' post-learning scientific concept scores were significantly higher than their pre-learning scores at the .05 level. 2.2) The average post-learning score was 24.14, equivalent to 80.58%, which was above the 80% benchmark but not statistically significant.
3. The students' satisfaction evaluation, based on responses from 23 participants, indicated that their overall satisfaction across all aspects was at the highest level.

A SUPERVISION MODEL TO PROMOTE THE UTILIZATION OF EXTERNAL QUALITY ASSESSMENT RESULTS TO IMPROVE THE QUALITY OF BASIC EDUCATION

2025-05-09T15:34:22+07:00

The objectives of the research were 1) to study the current conditions and desirable conditions of supervision that promote the use of external quality assessment results to improve the quality of basic education, 2) to study the needs of supervision development that promote the use of external quality assessment results to improve the quality of basic education, and 3) to develop a supervision model that promotes the use of external quality assessment results to improve the quality of basic education. The sample group included supervisors, education administrators, school administrators and teachers. The tools used were the current condition and desirable conditions of supervision questionnaire, group discussion questionnaire, draft evaluation form, satisfaction questionnaire for the use of the model, and model quality evaluation form. The research results revealed that;
1. The current state of supervision was generally moderate and desirable conditions of supervision overall at the highest level.
2. The need for supervision that promotes the application of external quality assessment results to improving the quality of basic education with an overall PNImodified of 0.54.
3. A supervision model to promote the utilization of external quality assessment results to improve the quality of basic education ICARE SUPERVISION MODEL as a whole is appropriate at the highest level. The process consists of 5 steps: 1) Organize information systematically, 2) Clarify the problem, 3) Create awareness, 4) Exchange and learn (Reflective), and 5) Evaluate success. And the results of the evaluation were as follows:
3.1 Satisfaction with the use of a supervision model to promote the utilization of external quality assessment results to improve the quality of basic education was the highest level.
3.2 A supervision model to promote the utilization of external quality assessment results to improve the quality of basic education has the highest overall quality.

A FLIPPED CLASSROOM INSTRUCTION MODEL COMBINED WITH CRITICAL PROBLEM-SOLVING ENHANCING COMPUTATIONAL THINKING FOR BACHELOR OF EDUCATION STUDENTS

2025-05-09T11:37:27+07:00

This research aims to 1) investigate the basic information of the flipped classroom instruction combined with critical problem solving enhancing computational thinking for Bachelor of Education students, 2) develop the model, and 3) examine the results of implementing the model. The samples in Phase 1 consisted of 480 Bachelor of Education students, Phase 2 involved seven experts, and Phase 3 comprised 60 Computer Studies students, all selected purposively. The research instruments were 1) the flipped classroom instructional model, 2) the flipped classroom learning plan, 3) the computational thinking test, 4) the satisfaction questionnaire and 5) the evaluation form of model development. The data were analyzed by computing percentage, mean, standard deviation, t-test (dependent samples), and model efficiency (E1/E2) according to the 80/80 criterion. The research results indicated that 1) the investigation of basic information on the instruction of 480 Bachelor of Education students as a whole revealed that most of them had mean scores of 2.69, which corresponds to 53.75 percent in computational thinking; 2) the model development consisted of seven components, included six steps of learning to solve problems critically, (1) the evaluations of the model’s components were rated at the highest 3) The results of the experimental showed: (1) the model demonstrated process and outcome efficiency with scores of 85.53/83.92 (E1/E2); (2) the experimental group's mean scores in learning achievement and computational thinking ability significantly surpassed those of the control group at a statistical level of .05; (3) overall, learners reported the highest mean scores of satisfaction with the model. 3) The model quality evaluation, overall and in each aspect, was at the highest level.

THE NEEDS FOR POSITIVE BODY IMAGE DEVELOPMENT IN ADOLESCENTS THROUGH ACADEMIC MANAGEMENT IN EDUCATIONAL INSTITUTIONS

2025-05-09T12:44:38+07:00

This research aimed to investigate the needs for Positive Body Image development in adolescents through academic management in educational institutions. The study was based on data collected from 342 secondary schools, which were selected through stratified sampling. Data were gathered using a five-point Likert scale questionnaire with high reliability (α ≥ .90). The data were analyzed using mean, standard deviation, percentage, and the Modified Priority Needs Index (PNImodified). The findings indicated that, in terms of promoting positive body image, the highest priority need was Body self-care, followed by Broadly conceptualizing beauty, Resilience to body image threats, and Body appreciation and acceptance, respectively. Regarding academic administration development, assessment and evaluation emerged as the highest priority area, followed by learning management, curriculum development, and student guidance. Specifically, within the domain of assessment and evaluation, the most critical need was the utilization of assessment data to support decision-making and enhance learning management. In this context, Resilience to body image threats was identified as most urgently needed aspect of positive body image.

THE DEVELOPMENT OF CO-CREATING INNOVATION INSTRUCTION BY EMPLOYING PROJECT-BASED LEARNING TO ENHANCE PROBLEM SOLVING SKILLS OF UNIVERSITY STUDENTS IN HOME ECONOMICS, FACULTY OF EDUCATION, CHIANG RAI RAJABHAT UNIVERSITY

2025-05-09T15:15:11+07:00

Home Economics Program, the Bachelor Degree of Education aimed to enhance the graduates becoming potential teachers who fulfilled with skills and abilities to develop local and community. The curriculum emphasizes on both theoretical and practical instructions. Vegetables and fruits craving course, one of the core subjects in Home Economics Program, there were a ton of vegetable and fruit wastes that need to be solved. The researcher as the lecturer purposed to design the activities employing co-creative innovation and project-based learning, to examine the effectiveness of the activities, to study problem solving skills of the students, and to evaluate students’ satisfaction toward the activities. The research instruments were course syllabus and lesson plans of vegetable and fruit carving course, the activities employing co-creative innovation and project-based learning, learning achievement evaluation, problem solving evaluation form, and satisfaction evaluation form. The research samples included 24 university students who enrolled in vegetable and fruit carving course academic year 2024. The samples were selected by purposive sampling technique according to research objectives. The result showed that the activities consisted of 6 steps including 1) stimulating creativity, 2) analyzing and synthesizing the ideas, 3) discovering collaboration, 4) inventing the products from vegetable and fruit waste, 5) sharing and expanding the project, and 6) evaluating and reflecting the result. Moreover, the learning achievement result showed that the effectiveness of the activities was equal to 82.81/91.63. The students’ problem-solving skills result was at the highest level (= 4.20, SD = 0.43). The students were satisfied with the activities at the highest level ( = 4.37, SD = 0.56).

THE DEVELOPMENT OF LEARNING ACTIVITIES BASED ON THE GAMIFICATION APPROACH TO ENHANCE SPEAKING SKILLS FOR COMMUNICATION IN SEVENTH-GRADE STUDENTS

2025-05-15T09:57:32+07:00

The objectives of this research were 1) to develop and evaluate the effectiveness of learning activity based on the gamification, in accordance with the 75/75 efficiency criterion; 2) to study the outcome of the learning activity based on the gamification by considering: 2.1) observed learner behaviors during the implementation, and 2.2) to compare the student’s English speaking skills before and after participating in the activities; 3) to study students’ satisfaction with the developed activities. The sample group consists of 35 seventh-grade students in the second semester of the academic year 2024 at Wangkrot Pittaya School that were chosen by Purposive sampling. The research instruments included: 1) The learning activity based on the gamification approach, 2) speaking skills test, and 3) Student Satisfaction Survey. The statistics used in the research were percentage, mean, standard deviation, and t-test (Dependent samples). The results of this research indicated as follows: 1) the developed activities were rated as highly appropriate ( = 4.65, SD = 0.10) and showed an effectiveness of 77.33/76.67, exceeding the specified criterion; 2) There was a statistically significant improvement in students’ speaking skills after the intervention, with post-test scores significantly higher than pre-test scores at the .05 level; and 3) students’ satisfaction with the activities was at a high level ( = 4.47, SD = 0.51).

THE DEVELOPMENT OF ENGLISH READING AND WRITING INSTRUCTION MODEL BY USING COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA) TO ENHANCE ANALYTICAL ABILITY (RWCA MODEL)

2025-05-09T15:24:04+07:00

This article aimed to (1) develop a model, and (2) present the analytical ability. The samples were 25 students, selected by simple randomization. The study was mixed methodology research, and a one-group pretest-posttest design. The research’s tools were 1) teaching plan, 2) analytical ability test, 3) learning strategies test, and 4) questionnaire. They were selected by mean (), standard deviation (SD), corrected item-total correlation, reliability, Cronbach's alpha coefficient, frequency and percentage. The research results were found that
1. The efficiency of developing reading and writing teaching models was high, consistent with research hypothesis No. 1.
2. The analytical thinking ability after using the model was significantly higher than the scores before at a statistical level of 0.05.
The findings from this research showed that the results of the teaching and learning process by using the teaching model (RWCA Model) will lead to the correct learning outcomes. In addition, learners can create learning methods, making it easier and more effective to increase their learning abilities in the future.

LEADERSHIP STYLES OF ELEMENTARY SCHOOL HEADS DURING THE POST-PANDEMIC ERA FROM THE LENSES OF THE SEASONED TEACHERS

2025-11-26T09:49:01+07:00

This qualitative phenomenological study explored the leadership styles of elementary school heads in the post-pandemic era as perceived by seasoned teachers in private Catholic schools in the Philippines. Using purposive sampling, seven seasoned teachers with ten or more years of teaching experience participated in in-depth online interviews conducted from June to August 2025. Data was collected using a semi-structured interview protocol and analyzed through a hybrid thematic approach grounded in Colaizzi’s phenomenological method. Four major themes emerged from the analysis: (1) Transformational leadership, characterized by vision-setting, motivation, and support for teacher and learner growth; (2) Democratic leadership, reflected in participatory decision-making and collaborative problem-solving; (3) Technological leadership, highlighting the school heads’ integration of digital tools for communication, instruction, and administrative management; and (4) Adaptive and resilient leadership, manifested in flexible responses to evolving educational challenges and efforts to sustain organizational stability after the pandemic. Findings demonstrate that school leaders’ use of varied leadership styles contributed to a more supportive, communicative, and responsive school environment during the transition to post-pandemic education. These insights underscore the importance of leadership practices that integrate collaboration, technological competence, and contextual adaptability in elementary school settings. Future research may examine the long-term impact of these leadership approaches on teacher well-being, instructional quality, and student outcomes.

DEVELOPMENT OF LEARNING ACTIVITIES USING THE 5E INQUIRY PROCESS COMBINED WITH THE PROBLEM-SOLVING PROCESS ON DIRAC PARTICLE IN A POTENTIAL WELL WITH MOVING WALLS TO ENHANCE ANALYTICAL THINKING COMPETENCY IN QUANTUM MECHANICS FOR PHYSICS STUDENTS

2025-12-02T11:08:45+07:00

This study aimed to develop a 5E Inquiry-Based Learning activity package combined with the Problem-Solving Process, focusing on the topic “Dirac Particle in a One-Dimensional Potential Well with Two Moving Walls”, for undergraduate physics students at Chiang Mai Rajabhat University. The objectives were to achieve an efficiency criterion of 75/75 and to enhance students’ Analytical Thinking Competency in the Quantum Mechanics course. The sample comprised 12 third-year physics students enrolled in the first semester of the 2024 academic year, selected through purposive sampling. Research instruments included the 5E learning activity package, an Analytical Thinking Competency assessment, an achievement test, and a student satisfaction questionnaire. Results showed that the activity package achieved an efficiency of 76.41/78.25, exceeding the standard criterion of 75/75. Students’ learning gain (g) was 0.76, indicating a high level of improvement and a significant enhancement in Analytical Thinking Competency. The 5E Inquiry-Based Learning approach enabled students to connect quantum concepts, analyze situations, and evaluate outcomes effectively. These results align with higher-order thinking levels of Bloom’s Taxonomy. In conclusion, the learning activities emphasized the development of Analytical Thinking Competency. The findings indicate that using the Problem-Solving Process on the Dirac particle in a one-dimensional potential well with two moving walls effectively promotes students’ progression from foundational understanding to higher-order thinking, supporting the goals of 21st-century learning.

THE DEVELOPMENT OF PROCESS INNOVATION FOR ENHANCING ENGLISH READING COMPREHENSION SKILLS BY USING TASK-BASED LEARNING INTEGRATED WITH LEARNING MANAGEMENT ACCORDING TO THE YONISOMANASIKARA

2025-12-11T10:51:58+07:00

This research aimed to 1) create and develop an innovation for enhancing English reading comprehension skills through the integration of task-based language teaching with Yonisomanasikara-based learning management, 2) provide teacher training, and 3) evaluate teacher development outcomes and satisfaction. The samples included 30 English teachers from both primary and extended opportunity schools. Participants were chosen through proportional stratified random sampling, which took into account their teaching experience as indicated in a survey. The research instruments included six sets of process innovations, a reading comprehension test with a reliability coefficient of 0.82, a Yonisomanasikara-based analytical thinking test with a reliability of 0.94, and a satisfaction questionnaire with a reliability of 0.80. The data were analyzed using descriptive statistics, t-test and content analysis. The results were shown as follows: 1) The innovation development was conducted in four phases. Phase 1 (R1) The analysis of basic data revealed that teachers lacked systematic guidelines for developing students’ reading comprehension and analytical thinking skills. Phase 2 (D1) The created model named TBYIRM Model (Task-Based and Yonisomanasikara Integrated Reading Model), was designed and developed, consisting of three components which are; 1) principle of learning model 2) objective of learning model 3) learning activities (consisting of 4 steps, which are; (i) Systematic Pre-reading (Preparation); (ii) Analytical While-reading (Engagement; (iii) Critical Post-reading (Evaluation) and (iv) Collaborative Synthesis (Reflection). Phase 3 (R1) The try-out of the innovation showed an efficiency of E1/E2 = 81.33/82.83, exceeding the established criterion. 2) Teachers’ post-training English reading comprehension scores ( = 41.63, SD = 3.56) were significantly higher than their pre-training scores ( = 28.47, SD = 4.82) at the .05 level. Phase 4 (D2). 3) Evaluation and revision indicated that the TBYIRM model was highly appropriate and practical. Overall teacher satisfaction was at the highest level ( = 4.53, SD = 0.42), with the usefulness and applicability aspect obtaining the highest mean ( = 4.62, SD = 0.38).

THE DEVELOPMENT OF IOT TECHNOLOGY CURRICULUM SUPPORTING SMART AGRICULTURE WITH SOLAR ENERGY FOR PROMOTING LIFELONG LEARNING FOR NON-FORMAL LEARNERS IN CHAIYAPHUM PROVINCE

2025-12-02T11:17:29+07:00

This research aimed to 1) develop an IoT technology training curriculum for solar-powered smart agriculture, 2) pilot test the curriculum, and 3) implement the IoT technology training curriculum for solar-powered smart agriculture. The curriculum development involved 32 participants in focus group discussions to determine the structure and content of the curriculum. The curriculum consisted of six chapters: Chapter 1 - IoT Technology, Chapter 2 - Smart Agriculture, Chapter 3 - Solar Energy, Chapter 4 - Basic Knowledge of Solar Cells, Chapter 5 - Solar Cell Systems, and Chapter 6 - IoT Technology Applications. The curriculum was evaluated as having the highest level of appropriateness and a high level of consistency. The pilot testing of the curriculum involved 20 participants. Pre- and post-training knowledge assessments revealed a statistically significant increase in mean scores from 2.96 to 4.07 points (t = -14.02, p < 0.001). The expanded implementation of the training involved 60 participants. Participants' knowledge showed a statistically significant increase in mean scores from 3.06 to 4.47 points (t = -26.34, p < 0.001), demonstrating that the training had a clear impact on developing participants' capabilities and skills to a highly satisfactory level. Overall satisfaction with the training was at the highest level ( = 4.52, SD = 0.25).

THE DEVELOPMENT OF COLLABORATIVE PROBLEM-SOLVING COMPETENCY AND ANALYTICAL THINKING ABILITY THROUGH PROBLEM-BASED LEARNING ON THE TOPIC OF SOLUTIONS FOR GRADE 8 STUDENTS AT SAINAMPEUNG SCHOOL

2025-12-22T14:22:37+07:00

The purposes of this action research were 1) to study best practices in Problem-Based Learning (PBL) on the topic of Solutions that enhance Collaborative Problem-Solving (CPS) competency and Analytical Thinking (AT) ability. 2) to develop CPS competency and AT ability of Grade 8 at Sainampeung School through Problem-Based Learning. The target group consisted of 38 grade 8 students selected by purposive sampling. The research instruments included problem-based learning lesson plans, a CPS competency test, an AT ability test, a CPS competency assessment form, a reflective journals and activity worksheets. Qualitative data were analyzed using content analysis while quantitative data were analyzed using frequency and percentage. The research results revealed that: 1) the best practices included (1) having students read the problem situation, identify key issues, and writie an individual conclusion before sharing in groups, which promoted problem identification aligned with the situation; (2) using guiding questions related to required knowledge and summarize them in a fishbone diagram, which enhanced problem understanding and led to effective problem-solving design; (3) using guiding questions and providing feedback along with writing summaries on the board during problem-solving design process, which supported students in planning appropriate actions to solve the problem; and (4) exchanging learning outcomes by recording problem-solving results in a table instead of presenting in front of the class, which facilitated which facilitated the synthesis of problem-solving conclusions. 2) The results of developing CPS competency and AT skills indicated positive improvement in both skills, as evidenced by pre- and post-tests. After the implementation of problem-based learning, 26.32% of students demonstrated a high level of collaborative problem-solving competence, whereas no students were found at this level prior to the intervention. When considering each competency (Establishing and Maintaining Shared Understanding, Taking Appropriate Action to Solve the Problem and Establishing and Maintaining Team Organization) the number of students at the high level increased in all areas. In addition, students’ analytical thinking ability showed a marked improvement, with 81.58% of students reaching a high level after the intervention. Analysis of each component (importance, relationships and principles) revealed that students achieved a high level of analytical thinking across all components.

CONFIRMATORY FACTOR ANALYSIS OF INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPETENCY INDICATORS FOR PRIVATE TEACHERS IN THE DIGITAL ERA ON THE EAST COAST SOUTHERN SUB - REGION OF THAILAND

2025-12-02T10:43:16+07:00

This article aimed to study the confirmatory factor analysis the factors and indicators of informations and communications technology (ICT) competency for private teachers in the digital era and develop the structural model the factors and indicators of ICT competency of private teachers in the digital era on the East Coast southern sub-region of Thailand and assess the congruence of the developed structural model with empirical data. The study was conducted by mixed methods and was divided into 2 phases. The first phase was to study the indicators of ICT competency of private teachers by analyzing and synthesizing documents, concepts, theories, and research related to ICT competency of teachers in educational institutions that will lead students to be able to keep up with technological changes in the digital era. The second phase was the research hypothesis assessment. Data was collected from a sample group of 270 school administrators. The instrument employed for data collection was a 5-level rating scale questionnaire with CVI, which was at 0.95, and the overall reliability value, determined from calculating Cronbach’s alpha coefficient, was at 0.97. The study found that 1) The ICT competency of private teachers in the digital era comprise 5 main factors, 15 sub-factors, and 54 indicators, classified as: Use of ICT in Teaching and Learning, consisting of 3 sub- factors and 9 indicators; Having Basic Knowledge of ICT, consisting of 3 sub-factors and 14 indicators; Using ICT in accordance with law, ethics, code of conduct, and safety, consisting of 3 sub-factors and 9 indicators; Data and Information management, consisting of 3 sub-factors and 12 indicators; Using ICT for self-development and professionalism, consisting of 3 sub-factors and 10 indicators. 2) The developed structural model on factors and indicators ICT competency for private teachers in the digital era. The model demonstrated a good fit with the empirical data ( = 93.05, df = 74, p = .07, /df = 1.26). In addition, it was found that GFI = .96, AGFI = .93, CFI = .99, NFI = .95, RMSEA = .03, and RMR = .01.

A POLICY PROPOSAL FOR DRIVING STEAM EDUCATION IN SECONDARY SCHOOLS THROUGH A POLICY LAB APPROACH

2026-02-16T08:52:31+07:00

Situated within Thailand’s educational reform agenda aimed at enhancing 21st-century competencies through interdisciplinary learning, the implementation of STEAM education in schools remains fragmented and weakly aligned across policy, educational service area, and school levels. A coherent multi-level policy implementation mechanism is therefore required to connect national policy formulation, area-based translation into educational management, and school-level practice across the education system. This study aimed to: 1) examine current conditions and challenges in STEAM education implementation in secondary schools; 2) investigate implementation processes in schools demonstrating good practices; and 3) develop and validate a policy proposal for advancing STEAM education in secondary schools. A mixed-methods design was employed using a Policy Lab approach grounded in the design thinking process. Data were collected through document and literature review, interviews with key informants at policy, educational service area, and school levels, and expert appraisal of the proposed policy. Qualitative data were analyzed using thematic analysis, and quantitative data using descriptive statistics. Findings indicated that the policy proposal constitutes an integrated three-level framework comprising: 1) the policy level with five domains; 2) the educational service area level with four domains; and 3) the school level with five domains. Expert appraisal confirmed high levels of accuracy and feasibility. The study contributes a policy innovation by presenting a sustainable STEAM education implementation framework that strengthens alignment between policy formulation and practice across all levels of the education system.