Journal of Education and Innovation

THE DEVELOPMENT OF CHEMISTRY LABORATORY SKILLS AND CREATIVITY THINKING BASED ON STEAM EDUCATION OF HIGH SCHOOL STUDENTS

Piyarat Choomchua — 2026-06-29

The purposes of this research were to 1) compare the chemistry laboratory skills of high school students who learned by using learning management based on STEAM education, and 2) compare the creativity thinking of high school students who learned by using learning management based on STEAM education. The sample group in this research was 32 students in grade 11^th at Maiyavitthayakom School in the first semester of 2025 academic year. They were selected through random sampling method. The research instruments consisted of five STEAM Education learning plans in Physical Science subject about chemistry reactions, chemistry laboratory skills test and creativity thinking test of high school students. The data were analyzed by mean, percentage, standard deviation, and t-test. The research results indicated that 1) the post-test score of chemistry laboratory skills after learning by STEAM education was higher than pre-test scores with statistical significance at .05, Overall, it was found that the students' chemistry laboratory skills were at a good level, and 2) The post-test score of the creativity thinking of high school students after learning by STEAM education was higher than pre-test scores with statistical significance at .05, Overall, it was found that the students' creativity thinking were at an excellent level.

EMPATHY-TO-EXECUTION (E2E): AN EXECUTION-ORIENTED DESIGN THINKING MODEL FOR META-SKILLS–BASED ACADEMIC SYSTEM TRANSFORMATION

Chi Che — 2026-06-29

Academic systems often generate reform ideas but struggle to sustain execution at scale. This brief synthesis draws on multiphase-mixed-methods-research in private higher education institutions in Sichuan Province, China, combining a student meta-skills survey (n = 400) and an institutional stakeholder needs assessment (n = 805) with PNI_modified to rank gaps, alongside design-thinking-guided development and expert validation of an innovation framework. Student meta-skills were moderate-to-high overall, yet item-level patterns revealed weaker performance in uncertainty handling and continuous strategic recalibration; institutional diagnostics identified curriculum structuring and learning engagement as the highest priority needs (followed by instructional design), indicating that structural and experiential learning conditions are key constraints on meta-skills development. Building on these findings, this study proposes an Empathy-to-Execution (E2E) model that preserves design thinking while adding execution requirements—decision-grade prioritization, implementation artifacts, and scaling governance—implemented through three validated modules (Agile Meta-skills Integration, Immersive Experiential Pedagogy, Smart Meta-skills Assessment) to align curriculum, pedagogy, and evaluation for sustainable institutional transformation. Theoretically, E2E extends Design Thinking by specifying an institutional execution layer—decision-grade prioritization, artifact-based implementation, and governance-for-scaling—that translates prototypes into durable academic routines.

A CAUSAL MODEL OF SELF-AWARENESS AND SELF-COMPASSION ON RESILIENCE AMONG HIGH SCHOOL STUDENTS AT SURAWIWAT SCHOOL, SURANAREE UNIVERSITY OF TECHNOLOGY

Thanyanat Garin — 2026-06-29

This research aimed to 1) study the levels of resilience, self-awareness, and self-compassion among students, and 2) examine the causal model of self-awareness and self-compassion's effect on resilience with empirical data. The sample consisted of 381 high school students from Surawiwat School, Suranaree University of Technology, selected through stratified random sampling. Data collection was conducted using a five-point rating scale questionnaire measuring resilience, self-awareness, and self-compassion. Data were subsequently analyzed using descriptive statistics and Structural Equation Modeling (SEM). The results revealed that 1) students demonstrated a moderate level of resilience (M = 21.08), while self-awareness and self-compassion were at a high level (Mean = 4.11 and Mean = 3.97) and 2) the causal model of self-awareness and self-compassion's influence on students' resilience showed a good fit with the empirical data (χ2 = 19.645, df = 12, p = .074, RMSEA = 0.041, SRMR = 0.025). Self-awareness had a significant direct effect on both resilience and self-compassion, whereas self-compassion did not function as a mediating variable between self-awareness and resilience.

AN INVESTIGATION OF SYSTEMS THINKING SKILLS AMONG ELEMENTARY SCHOOL STUDENTS UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION

Kittima Mungwattana — 2026-06-29

This study aimed to examine the level of systems thinking skills among elementary school students under the Office of the Basic Education Commission. This study employed a quantitative research design. The sample consisted of 1,932 students in Grades 4–6 from 403 schools, selected using convenience sampling. The instrument used in this study was the Systems Thinking Assessment (STA) consisting of 19 items adapted from an instrument used in previous international research (Zanella, 2022). The instrument was modified to suit the Thai educational context and its content validity was verified. It covered five components of systems thinking: holistic thinking, system-as-cause thinking, dynamic thinking, closed-loop thinking, and scientific thinking. The reliability coefficient of the instrument was 0.72. Data were analyzed using descriptive statistics, including mean, standard deviation, and level classification. The results indicated that, when the mean scores were considered in relation to the full scores of each component, scientific thinking showed the highest level ( = 1.56, SD = 0.92), followed by closed-loop thinking ( = 1.47, SD = 0.92), dynamic thinking ( = 1.87, SD = 1.15), and system-as-cause thinking ( = 2.69, SD = 1.33), respectively. Holistic thinking showed the lowest mean score ( = 0.86, SD = 0.79), indicating that students still have limitations in perceiving the overall structure of systems and understanding the relationships among system components. The findings provide baseline information for curriculum development and instructional design aimed at enhancing elementary students' systems thinking skills.

THE HI-STEM MODULE: LEARNING INNOVATION FOR CREATING HALAL FOOD ENTREPRENEURS BASED ON WASATIYYAH AND TECHNOLOGY

Muhammadameen Hajihama — 2026-06-29

This study aimed to compare students’ learning achievement and entrepreneurial competency before and after the implementation of the Hi-STEM module, and to evaluate the innovation effectiveness and business potential of prototype products developed through the Hi-STEM learning process. The study employed a Research and Development (R&D) approach combined with a quasi-experimental research design. The sample consisted of 40 undergraduate students selected purposively from programs related to entrepreneurship. The research instruments included a Hi-STEM training module designed as a practical workshop integrating four key components: Halal ethics, technology (STEM), resilience, and business skills. The results revealed that after participating in the Hi-STEM learning activities, students demonstrated significantly higher learning achievement and entrepreneurial competency than before the intervention at the .001 level ( = 4.68). The greatest improvement was found in business skills and halal ethics. Furthermore, the evaluation of the commercial potential of prototype products indicated that product groups utilizing innovative food processing and green technology received higher quality scores than those in the traditional food category. Among all prototypes, the product “Khao Tang Kabu” obtained the highest evaluation score. In conclusion, the integration of the Wasatiyyah principle with scientific innovation through the Hi-STEM module can effectively enhance community products toward international standards and foster a new generation of halal entrepreneurs who are equipped with both ethical awareness and professional competencies.

THE EFFECT OF AI-PROMPT TEMPLATES ON PRE-SERVICE TEACHERS' ABILITY TO WRITE DOCUMENTARY FILM STORYLINES

Rujroad Kaewurai — 2026-06-29

This study aimed to: 1) examine the effect of using the AI-Prompt Template on pre-service teachers' ability to write documentary film storylines; 2) compare the documentary film storyline writing ability of pre-service teachers between an experimental group taught using the AI-Prompt Template and a control group taught using a conventional instruction; and 3) investigate pre-service teachers’ opinions towards the use of the AI-Prompt Template. A quasi-experimental research design was employed. The participants consisted of 54 third-year pre-service teachers enrolled in the Faculty of Education at Naresuan University, who were divided into an experimental group (n = 29) and a control group (n = 25). The research instruments included: (1) AI-Prompt Template for documentary storyline writing developed by the researcher; (2) a documentary storyline writing ability assessment based on a behavioral competency framework; and (3) a questionnaire measuring learners’ opinions toward the use of AI-Prompt Template. Data were analyzed using mean, standard deviation, and independent samples t-test. The results revealed that pre-service teachers who learned through AI-Prompt Template demonstrated significantly higher documentary storyline writing ability than those who learned through conventional instruction at the .05 level. The AI-Prompt Template supported learners in clearly defining main ideas, organizing storyline structures systematically, and logically connecting narrative sequences. In addition, the overall opinions of pre-service teachers toward the use of AI-Prompt Template were at a high level, reflecting positive perceptions of their usefulness in supporting learning and creative and documentary writing. The findings indicate that integrating generative artificial intelligence as a learning support tool can effectively enhance documentary writing competencies among higher education students.

THE DEVELOPMENT OF A COOPERATIVE LEARNING MANAGEMENT MODEL USING TECHNIQUES TAI TO PROMOTE MATHEMATICS PROBLEM SOLVING SKILLS OF MATHEMATICS MAJORS, FACULTY OF EDUCATION, RAMKHAMHAENG UNIVERSITY

Samrouy Hanhaw — 2026-06-29

The objectives of this research were to 1) study the problems and needs for developing a cooperative learning management model using the TAI technique to promote students' mathematical problem-solving skills; 2) develop a cooperative learning management model using the TAI technique to promote students' mathematical problem-solving skills; 3) test the cooperative learning management model using the TAI technique to promote students' mathematical problem-solving skills to be effective according to the specified criteria of 80/80; 4) compare the mathematical learning achievement before and after cooperative learning management using the TAI technique of students; 5) study the mathematical problem-solving ability after cooperative learning management using the TAI technique of students compared to the 70% criterion; and 6) study the satisfaction of students with the learning management model. The sample group was 40 mathematics major students in the academic year 2024, Faculty of Education, Ramkhamhaeng University. The researcher determined the appropriate sample size using the G* Power program and used multi-stage sampling. The research tools consisted of 1) a questionnaire on teachers' opinions regarding the problems and needs for developing learning management models, 2) a cooperative learning management plan using the TAI technique, 3) a mathematics achievement test, 4) a mathematics problem-solving ability test, and 5) a questionnaire on satisfaction with the learning management models. The statistics used for analysis were mean, standard deviation, percentage, and t-test (Dependent Samples). The research results found that 1) the problems in developing learning management models Overall, the level of learning management was moderate ( = 3.50, SD = 0.52), and the need to develop the learning management model overall was at a high level ( = 3.51, SD = 0.59). 2) The results of developing the cooperative learning management model using the TAI technique to promote students' mathematical problem-solving skills consisted of 5 components: (1) principles of the learning management model, (2) objectives of the model, (3) learning content, (4) learning management process of the model, consisting of (4.1) problem study step, (4.2) study, learn and analyze content problems by students planning together, (4.3) plan implementation step and lesson summary, and (4.4) testing and evaluation step, and (5) measurement and evaluation of learning outcomes. 3) The results of using the cooperative learning management model using the TAI technique to promote students' mathematical problem-solving skills showed that it was effective at 88.40/83.43, which is higher than the set criteria. 4) The mathematics learning achievement of students who received cooperative learning management using the TAI technique after the learning management was higher than before the learning management. 5) Students' mathematical problem-solving ability after cooperative learning using the TAI technique was significantly higher than 70 percent at the .05 level, and 6) students' satisfaction with the cooperative learning model using the TAI technique to promote mathematical problem-solving skills was at a high level overall.

THE DEVELOPMENT OF CRITICISM OF THAI LITERATURE ABILITY USING LEARNING MANAGEMENT EMPHASIZING THE ANALYTICAL THINKING MODEL WITH SOCIAL MEDIA FOR GRADE 8 STUDENTS

Panumas Chansamran — 2026-06-29

The objective of this research is to develop the Thai literature criticism ability using learning management emphasizing the analytical thinking model with social media for grade 8 students. so that students would have an average score not less than 70% of the total score, and at least 70% of the students pass the criteria. The target group consisted of 40 Grade 8 students in Kaeng Khro Wittaya School, under the Chaiyaphum Secondary Educational Service Area Office, through purposive sampling. The research design was action research, a three-cycle approach. The research instruments were categorized into three categories: 1) experiment tool, including 6 lesson plans for 12 hours, 2) post-learning outcome record forms, 3) teacher and student behavior observation forms, 4) student interview forms, 5) post-cycle criticism of Thai literature tests, and 6) an overall criticism of Thai literature assessment. Quantitative data were analyzed by using descriptive statistics, consisting of arithmetic mean, standard deviation, and percentage. Qualitative data were analyzed by using content analysis. The results found that the students had an average criticism of Thai literature ability score of 28.20 or 88.13 % of the total score, and there were 36 students, or 90.00 %, who passed the criteria, which was higher than the defined criteria.

EVALUATION OF A THAI READING AND WRITING SKILLS PROMOTION PROGRAM TO ENHANCE ACADEMIC QUALITY IN SMALL-SIZED SCHOOLS: A CASE STUDY OF WAT KHAO YI SAN (PRAMUKVEJKIT) SCHOOL, SAMUT SONGKHRAM PROVINCE

Tippawan Datesong — 2026-06-29

This study adopted an evaluation research design with two primary objectives: (1) to evaluate a project aimed at promoting Thai reading and writing skills in order to enhance the academic quality of a small-sized school—Wat Khao Yi San (Pramukvejkit) School, Samut Songkhram Province - using the CIPPIEST evaluation model; and (2) to propose development guidelines for projects designed to promote Thai reading and writing skills for improving the academic quality of small-sized schools. The target group comprised of project coordinators, school administrators, teachers, students, and parents, selected through purposive sampling. The research instruments included a project evaluation questionnaire, a teacher teaching self-efficacy assessment, open-ended questionnaire and pre-test and post-test instruments for Thai language courses. Data were analyzed through criterion-referenced evaluation and descriptive statistics, percentage, mean, standard deviation, content analysis. The results indicated that the context dimension was rated at the highest level of appropriateness. The input and process dimensions, as well as the product dimension - encompassing impact, effectiveness, sustainability, and transportability - were rated at a high level across all aspects. Overall, the project evaluation demonstrated a high level of appropriateness and met the established evaluation criteria. With regard to project development guidelines, three key dimensions were identified. In terms of context, the project should articulate clear objectives and goals aligned with stakeholder needs, be appropriate to the school context, and respond to academic quality development policies consistent with the school’s vision and policy framework. Concerning inputs, appropriate determination of content and activity timelines is essential, with careful consideration given to project readiness and capacity, the availability of instructional media, materials, equipment, facilities, and the adequacy of budget allocation. Regarding the process dimension, the project should maximize stakeholder participation and foster collaboration among all stakeholders, including administrators, teachers, students, parents, and the community.

THE DEVELOPMENT OF A TRAINING CURRICULUM FOR ENHANCING SPEECH LANGUAGE AND COMMUNICATION SKILLS FOR PARENTS OF CHILDREN WITH SPECIAL NEEDS BASED ON PROBLEM-BASED LEARNING AND COACHING AND MENTORING

Anucha Phoommisittiporn — 2026-06-29

The purposes of this study are to: 1) investigate the fundamental information necessary for development of a training curriculum, 2) develop the training curriculum, 3) implement the training curriculum, and 4) evaluate the training curriculum. The participants were 30 Parents of Children with Special Needs in Phitsanulok Province, who were selected using purposive sampling. The instrument used in this study included the Training Curriculum. Data were analyzed using mean, standard deviation, and t-test. The findings can be summarized as follows: 1) The study of foundational information indicated that the problems and needs related to the enhancement of Speech Language and Communication Skills among Parents of Children with Special Needs were, overall, at the highest level. And the content of the training curriculum should comprehensively cover both theoretical knowledge and practical skills, and the development of the training curriculum should focus on promoting Problem-based Learning and Coaching and Mentoring. 2) The training curriculum comprises five components: principles, objectives, content, training activities, and assessment and evaluation. It was developed based on promoting Problem-based Learning and Coaching and Mentoring. The results of the quality evaluation showed that the training curriculum was rated at the highest level of appropriateness. 3) The experimental results indicated that, after the implementation of the training curriculum, parents of children with special needs demonstrated competencies and assessment results in promoting speech, language, and communication skills that were significantly higher than the pre-test scores, with statistical significance at the .05 level, and 4) the results of the training curriculum evaluation indicated that, overall, the quality of the training curriculum in terms of context, input, process, and product was at the highest level.

FILIPINO TEACHERS’ EXPERIENCES WITH ARTIFICIAL INTELLIGENCE IN BASIC EDUCATION: A PHENOMENOLOGICAL STUDY

Christopher Pangowen — 2026-06-29

This study determined whether Artificial Intelligence (AI) could replace teachers while addressing gaps in AI in Education research, which is mostly survey-based and focused on Western and Chinese contexts, by exploring teachers’ lived experiences with AI in the Philippine setting. It also examines current AI use among basic education teachers, an area often overlooked compared to higher education. The objectives are to explore teachers’ experiences in utilizing AI tools and to identify factors influencing AI adoption among participants. Qualitative research design, specifically through Husserlian phenomenology, was employed. Data were collected through semi-structured interviews with 16 teachers selected purposively and were analyzed thematically using Gioia's methodology. Findings indicate that Artificial Intelligence cannot displace basic education teachers. Under the spectrum of the teaching-learning process (preparation-discussion-assessment), these tools play a great role in the preparation and assessment areas, leaving the discussion area to the human skills of teachers. The study further strengthens that AI utilization spans enhancing innovation, productivity, and evaluation. Moreover, enhanced utilization is based on the interplay of human factors and technical factors. Human factors focus on targeted professional development, ethics, and responsibility, while technical factors focus on the AI tool’s user-friendliness and trustworthiness. Teachers who leverage AI tools will not be replaced if they have a clear grasp of their roles and responsibilities as supported by the Human-AI augmentation theory and Technology Acceptance Model. Finally, the study highlights the significance of teacher oversight in utilizing AI tools, suggesting the institutionalization of the Human-AI-Human (HAIH) principle in basic education. Educational institutions may establish a balanced AI adoption framework that explicitly pairs human oversight with tool design.

DEVELOPING A MODEL FOR ENHANCING TEACHERS’ DIGITAL SKILLS FOR THE ACTIVE LEARNING APPROACH IN SECONDARY SCHOOLS IN THE EASTERN REGION

Panutda Aphichasirikul — 2026-06-29

This research aimed to 1) study the current, desired, and needs for digital skills enhancement for teachers in active learning; 2) develop a model for enhancing digital skills for teachers in active learning in secondary schools in the Eastern region; 3) pilot the model; and 4) evaluate and improve the model after pilot testing. The study group consisted of 12 teachers from Phaikaew Wittaya School, selected using purposive sampling and simple random sampling by lottery. The instruments used included questionnaires on the current and desired states, semi-structured interviews, assessments of accuracy, appropriateness, feasibility, and usefulness, knowledge assessments, assessments of active learning plans, assessments of active learning behaviors, and attitude questionnaires using a 5-level Likert scale. The statistics used were mean, standard deviation, PNI modified, and relative development assessment. The research results showed that 1) the overall current and desired states were at a high level, with applied skills for work needing development; 2) the five components of the model—theory and concepts, principles, objectives, activity processes, and measurement and evaluation—were at the highest level of accuracy, appropriateness, and feasibility; and 3) The overall assessment of relative development of applied skills for work, particularly in the use of digital programs for active learning, was at a high level. Active learning plans, active learning behaviors, and teachers' attitudes towards the model were at the highest level. 4) The model is appropriate, accurate, feasible, and useful at the highest level.

ROLES OF TEACHERS IN PROMOTING RESPONSIBLE AI USE IN HIGHER EDUCATION: A PHENOMENOLOGICAL STUDY OF COLLEGE STUDENTS

Danielle Mark Ibatuan — 2026-06-29

Artificial Intelligence (AI) tools such as ChatGPT are increasingly used by students in higher education, raising questions about academic integrity and responsible technology use. Despite growing interest in AI in education, limited research examines how teachers guide students toward responsible AI practices in the classroom. This study aimed to explore college students’ perceptions of the roles teachers play in promoting responsible use of AI in academic settings. A qualitative phenomenological design was employed to capture students’ lived experiences regarding AI use in the classroom. Semi-structured interviews were conducted with eight college students from the Department of Professional Education at Saint Louis University who reported prior experience using AI tools such as ChatGPT. Data were analyzed using thematic analysis to identify recurring patterns in participants’ responses. Findings revealed three key teacher roles in guiding responsible AI use: (1) establishing policies and guidelines for AI use, (2) providing alternative learning resources beyond AI tools, and (3) designing authentic and performance-based assessments that reduce misuse of AI-generated outputs. The study highlights the importance of teacher guidance in shaping ethical AI practices in higher education. The findings contribute to emerging discussions on AI literacy and responsible technology integration in teaching and learning. Practical implications for educational policy and classroom practice are discussed.

DEVELOPMENT AND EVALUATION OF “THE TYCOON GAME AND THE SECRETS OF THE HUMAN BODY” LEARNING MEDIA TO ENHANCE HEALTH EDUCATION LEARNING FOR GRADE 8 STUDENTS AT NAKHON SAWAN RAJABHAT UNIVERSITY DEMONSTRATION SCHOOL

Suprakit Wiriyakit — 2026-06-29

The objectives of this research were: 1) to develop the learning media "The Tycoon Game and the Secrets of the Human Body", 2) to compare students' learning achievement in Health Education before and after using the media, and 3) to evaluate students' satisfaction and health awareness behavior. The sample group consisted of 25 students in Grade 8/1 at the Nakhon Sawan Rajabhat University Demonstration School, selected through purposive sampling. The research instruments included lesson plans, the Tycoon Game media, learning achievement tests, satisfaction questionnaires, and health awareness behavior assessment forms. Data were analyzed using mean, standard deviation, and paired-sample t-test. The research findings revealed that: 1) The developed learning media had an Index of Item-Objective Congruence (IOC) of 0.68. 2) The students' post-test mean score (Mean = 20.84, SD = 2.97) was significantly higher than the pre-test mean score (Mean = 18.48, SD = 5.08) at the .05 level. 3) Students' overall satisfaction with the learning media was at a high level (Mean = 4.38), and their overall health awareness behavior was at the "regularly practiced" level (Mean = 1.61), particularly in preventive awareness regarding the consequences shown in the media. These results suggest that game-based learning effectively stimulates health awareness and promotes active learning.

EFFECTS OF THE INDUCTION METHOD AND GAMIFICATION TECHNIQUES ON LEARNING ACHIEVEMENT AND MOTIVATION TOWARDS FOREIGN LOANWORDS IN THAI LANGUAGE GRADE 9 STUDENTS

Areeya Sohsuwan — 2026-06-29

The purposes of this research were 1) to compare students’ learning achievement on foreign loanwords in Thai language before and after learning through the inductive learning approach combined with gamification techniques 2) to compare students’ learning achievement on foreign loanwords in Thai language after the implementation of the inductive learning approach combined with gamification techniques with the criterion of 70 percent and 3) to compare students’ learning motivation toward foreign loanwords in Thai language before and after the implementation of the inductive learning approach combined with gamification techniques. The sample group consisted of students in Grade 9/1 at Nawaminthrachinuthit Satriwitthaya Phutthamonthon School, during the first semester of the 2025 academic year. The research instruments included lesson plans based on the inductive learning approach combined with gamification techniques, a Thai language learning achievement test, and a learning motivation questionnaire toward Thai language learning. The statistics used in this research included percentage, mean, and standard deviation, and inferential statistics, including a Dependent samples t-test and a one sample t-test. The findings revealed that 1) students’ learning achievement on foreign loanwords in Thai language after learning through the inductive learning approach combined with gamification techniques was significantly higher than before learning at the .05 level, 2) The students’ learning achievement in foreign loanwords in Thai language after the implementation of the inductive learning approach combined with gamification techniques was significantly higher than the 70 percent criterion at the .05 level and, 3) students’ learning motivation toward foreign loanwords in Thai language after the implementation of the inductive learning approach combined with gamification techniques was significantly higher than before learning at the .05 level.

DEVELOPMENT OF CHATBOT DICTIONARY APPLICATION WITH DIALOGFLOW ON EDUCATIONAL TECHNOLOGY AND COMMUNICATION TERMINOLOGY FOR MASTER’S DEGREE STUDENTS IN EDUCATIONAL TECHNOLOGY AND COMMUNICATION

Wiwat Meesuwan — 2026-06-29

This research aims to 1) create and find the efficiency of a chatbot dictionary application with Dialog Flow on the topic of educational technology and communication terms for master's degree students in Educational Technology and Communication, 2) to assess the satisfaction of master's degree students in Educational Technology and Communication who use the chatbot dictionary application with Dialog Flow. The target group is 15 master's degree students in Educational Technology and Communication. The research instruments consist of a chatbot dictionary application with Dialog Flow, a chatbot dictionary application suitability assessment form, and an assessment of the satisfaction of master's degree students who use the application. The statistics used in the research were mean and standard deviation. The results of this research are 1) the creation and performance evaluation results were at a high level in all aspects ( = 4.33, SD = 0.58), indicating suitability for practical use; and 2) the satisfaction evaluation results of master's students in the Educational Technology and Communication program were at the highest level in terms of vocabulary data quality ( = 4.65, SD = 0.48), tools and platform ( = 4.89, SD = 0.32), and usability ( = 4.92, SD = 0.29).

EXPLORING PARENTING APPROACHES FOR THE DESIGN OF FAMILY-BASED LEARNING MATERIALS TO PROMOTE PERSONAL SAFETY SKILLS IN CHILDREN WITH SPECIAL NEEDS

Muthita Oumpiam — 2026-06-29

This study aimed to 1) analyze parents’ experiences in teaching personal safety skills to children with special needs under their care, and 2) propose guidelines for designing learning media to support parents in promoting personal safety skills for upper elementary school children with special needs within the family context. The research employed the stages of understanding the target users and defining the problem, which are key components of the design thinking process. Six parents were purposively selected as key participant. Data were collected via in-depth interviews with parents and analyzed using content analysis. The findings revealed five key themes are 1) children’s readiness and limitations 2) perceived safety risks 3) parents’ experiences and strategies in teaching personal safety skills 4) challenges and barriers, and 5) parents’ needs and recommendations for supportive learning materials. Parents recognized developmental gaps and limitations in their children, which led them to integrate personal safety instruction into daily routines rather than providing explicit, in-depth teaching. At the same time, parents faced several challenges, including children’s individual limitations, lack of confidence in their instructional role, discomfort in discussing sexuality-related topics, and a shortage of appropriate learning materials. Synthesizing parents’ experiences with relevant literature suggests that learning media should enhance both parents’ knowledge and confidence. The content on personal safety skills should be presented through real-life situations to ensure relevance and applicability. Furthermore, the format of the learning media should allow learners to engage through multiple sensory channels to support learning that aligns with individual needs.

GUIDELINES FOR QUALITY CLASSROOM MANAGEMENT TO PROMOTE STUDENTS’ HIGHER-ORDER THINKING COMPETENCIES IN PILOT SCHOOLS OF CHIANG MAI EDUCATION SANDBOX

Nattaporn Sathisakul — 2026-06-29

This research entitled “Guidelines for Quality Classroom Management to Promote Students’ Higher-Order Thinking Competencies in Pilot Schools of Chiang Mai Education Sandbox” aimed to: 1) examine the current and desirable conditions of quality classroom management to promote students’ higher-order thinking competencies in pilot schools of Chiang Mai Education Sandbox; 2) develop guidelines for quality classroom management to promote students’ higher-order thinking competencies; and 3) evaluate the proposed guidelines. The research procedures consisted of three phases. Phase 1 investigated the current and desirable conditions of quality classroom management through a questionnaire. Phase 2 involved developing the guidelines using structured interviews. Phase 3 focused on validating the proposed guidelines by assessing their accuracy, appropriateness, feasibility, and utility. The findings revealed that: 1) the overall current and desirable conditions of quality classroom management to promote higher-order thinking competencies were at a high level ( = 4.32, SD = 0.65 and = 4.50, SD = 0.49, respectively). The overall Priority Needs Index (PNI_Modified) was 0.04; 2) the proposed guidelines comprised five key components: (1) organizing a learning-supportive environment, (2) designing developmentally appropriate learning activities, (3) utilizing instructional media and educational innovations, (4) teachers’ roles in promoting Active Learning, and (5) fostering student participation; and 3) the overall evaluation of the proposed guidelines was at the highest level in all aspects, including accuracy ( = 4.92, SD = 0.28), appropriateness ( = 4.82, SD = 0.39), feasibility ( = 4.64, SD = 0.60), and utility ( = 4.95, SD = 0.20).

THE DEVELOPMENT OF PROBLEM SOLVING THINKING SKILL ON THAI ECONOMY USING PROBLEM BASED LEARNING WITH MULTIMEDIA SEVENTH GRADE STUDENTS AT NAWAMINTHRACHINUTHIT BODINDECHA SCHOOL

Potjanee Waropat — 2026-06-29

The objectives of this research were to 1) compared problem solving thinking skill on Thai economy of seventh grade students before and after using problem-based learning with multimedia, and 2) studied the opinions of seventh grade students using problem-based learning with multimedia. The Quasi - Experimental Research were implemented. One-Group Pretest - Posttest Design was implemented. The participants were 39 seventh grade students in Semester 1, academic year of 2025 at Nawaminthrachinuthit Bodindecha School. The research instruments were 1) lesson plans on problem-based learning with multimedia, 2) a problem solving thinking skill test, and 3) a questionnaire on the opinion of seventh grade students. The data were analyzed by the mean, standard deviation, and t-test dependent. The results of this research were as follow: 1) problem solving thinking skill on Thai economy of seventh grade students using problem-based learning with multimedia were significantly higher than those before studied at the .05 level; and 2) The opinions of seventh grade students towards using problem-based learning with multimedia were at the high level.

THE EFFECT OF USING SQP2RS STRATEGY TOGETHER WITH QAR STRATEGY INTO ENHANCE READING LITERACY IN GRADE 11 STUDENTS

Anucha Khumkajorn — 2026-06-29

This research aimed: (1) to compare students’ reading literacy ability between the pre-test and post-test, and (2) to compare the post-test reading literacy ability of students in the experimental group and the control group. The sample consisted of 64 Grade 11 students from Nakhaprasit School, Nakhon Pathom Province, in the 2025 academic year. The samples were selected using cluster random sampling from two classrooms and divided into an experimental group (32 students) and a control group (32 students). The research instruments were: (1) lesson plans based on the SQP2RS strategy together with the QAR strategy, (2) conventional lesson plans, and (3) a reading literacy achievement test. The results of the study revealed that: (1) the post-test scores of the experimental group were higher than their pre-test scores at a .05 level of significance, and (2) the post-test reading literacy achievement of the experimental group was significantly higher than that of the control group at a .05 level of significance.

DEVELOPING COMPETENCY-BASED LEARNING THROUGH PROJECT-BASED LEARNING TO ENHANCE CRITICAL THINKING AND PROBLEM-SOLVING SKILLS OF VOCATIONAL STUDENTS

Munlika Kompittaya — 2026-06-29

This study aimed to: (1) develop competency-based learning through project-based learning (PBL) to enhance critical thinking and problem-solving skills; (2) examine the learning outcomes of competency-based learning through PBL; and (3) evaluate students’ satisfaction with the implemented learning approach. The sample consisted of 25 first-year higher vocational students (Diploma level) in Electrical and Automation Engineering, enrolled in the second semester of the 2025 academic year, selected through cluster random sampling. The research instruments included competency-based learning lesson plans integrated with project-based learning, a critical thinking test, a problem-solving ability test, and a satisfaction questionnaire regarding the learning activities. Data were analyzed using mean, percentage, standard deviation, and hypothesis testing with dependent samples t-test. The results revealed that: (1) the efficiency of the developed competency-based learning through PBL was 86.32/83.56, which met the established criterion of 70/70; (2) the learning outcomes indicated that (2.1) students’ critical thinking ability after the intervention was significantly higher than before at the .05 level, and (2.2) students’ problem-solving ability after the intervention was significantly higher than before at the .05 level of significance; and (3) students’ satisfaction with the competency-based learning through PBL was at the highest level.

THE DEVELOPMENT OF AN EMPATHY THEORY-BASED PROGRAM FOR ENHANCING VOLUNTEER BEHAVIOR AMONG UPPER SECONDARY STUDENTS

Wiphaphan Mukkhuntod — 2026-06-29

This research aimed to (1) synthesize the components and behavioral indicators of volunteer behavior among upper secondary students and (2) develop an empathy theory–based program for enhancing volunteer behavior among upper secondary students. The study was conducted in two phases. Phase 1 involved the synthesis of the components and behavioral indicators of volunteer behavior through documentary analysis and a review of related literature and research, followed by expert validation of their accuracy and appropriateness. Phase 2 involved the development of the program based on empathy theory. The quality of the program was then evaluated by experts using the Index of Item–Objective Congruence (IOC), and the revised program was subsequently pilot tested with 27 upper secondary students. The findings revealed that (1) volunteer behavior among upper secondary students consisted of four components: altruism, participation, development, and awareness of public interest; and (2) the developed program comprised six steps: (1) building empathy awareness, (2) confronting situations and problems, (3) empathetic reflection and shared learning, (4) developing action guidelines, (5) integrated empathetic thinking and action, and (6) evaluation toward transformation. The pilot implementation indicated that the program could be applied in learning activities with students and showed potential for enhancing students’ volunteer behavior.

ENHANCEMENT OF ENGLISH READING COMPREHENSION SKILLS BY USING MURDOCH'S INTEGRATED APPROACH (MIA) WITH METACOGNITION THEORY AMONG GRADE 4 STUDENTS AT BANKHUNNAWANG SCHOOL, SUKHOTHAI PROVINCE

Kamonrat Saengpiam — 2026-06-29

This research aimed to 1) compare the English reading comprehension skills of fourth-grade students before and after receiving instruction based on Murdoch’s Integrated Approach (MIA) combined with metacognition theory, and 2) examine students’ satisfaction with the learning activities. The study was conducted with a sample of 21 fourth-grade students from Bankhunnawang School, Sukhothai Province, during the second semester of the 2025 academic year. The participants were selected through purposive sampling. The research instruments consisted of 1) lesson plans developed based on the integrated instructional approach, 2) an English reading comprehension achievement test, 3) a student satisfaction questionnaire, and 4) a reflective interview form. Data were analyzed using mean (M), standard deviation (SD), and a dependent samples t-test. The findings revealed that 1) the students’ English reading comprehension skills after the intervention were significantly higher than those before the intervention (p < .05); 2) the students’ satisfaction with the learning activities was at the highest level (M = 4.55); and 3) qualitative analysis from the reflective interviews indicated that the majority of students held positive attitudes toward the learning activities. The students reported that the activities were engaging and enjoyable, helped improve their English reading skills, and enabled them to apply reading strategies in their daily lives.

EARTHQUAKE EDUCATION: DIRECTION FOR SCHOOL IN THAILAND (PART 1)

Jakkrit Jantakoon — 2026-06-29

Thailand is increasingly vulnerable to earthquakes, with both the frequency and severity of seismic events rising in recent years, as reflected in disasters occurring within the country, across neighboring nations, and around the world. These events have caused significant impacts on human lives, property, economies, and educational systems, yet many Thai schools still lack systematic preparedness measures and continuous safety education programs. Consequently, disaster risk reduction learning has not been consistently integrated into school practices, limiting the development of a strong culture of safety among students, families, and communities. In response to this challenge, this article proposes practical approaches to Earthquake Education appropriate for the Thai school context, drawing on the Comprehensive School Safety Framework (CSSF 2022–2030), international research, and examples of effective practices from both Japan and Thailand. Furthermore, the article emphasizes the critical role of schools in fostering a culture of preparedness and resilience by integrating earthquake education into policy development, instructional management, and school readiness initiatives. It also presents key principles of earthquake education, implementation strategies within the framework of comprehensive school safety, and essential knowledge needed to support meaningful learning and preparedness. Ultimately, this article seeks to provide school administrators, teachers in hazard-prone areas, educators, researchers, and those interested in disaster risk reduction with a practical reference for strengthening preparedness for earthquakes and other natural disasters, while positioning schools as central hubs for learning, community awareness, and the transfer of safety knowledge to students, parents, family, and local communities.

A CONCEPTUAL FRAMEWORK FOR MATHEMATICS LEARNING DESIGN IN THE AGE OF ARTIFICIAL INTELLIGENCE

Doungrat Chitcharoen — 2026-06-29

This academic article aims to develop a conceptual framework for mathematics learning design in the age of artificial intelligence by synthesizing Constructivism, Cognitive Load Theory, Self-Regulated Learning, Metacognition, TPACK, and SAMR. The article responds to a conceptual gap in current discussions of AI in education, where AI is often addressed in broad terms or through isolated perspectives on technology integration, without sufficiently linking learning theory, cognitive support, learner regulation, and pedagogically meaningful use in mathematics education. Using a conceptual synthesis of scholarly literature on learning theories, cognitive processes, self-regulation, technology integration, and AI in mathematics education, the article analyzes the distinctive contributions of the six frameworks and their interrelationships in informing mathematics learning design. The synthesis organizes these frameworks into four integrative dimensions: meaningful knowledge construction, appropriate cognitive support, learner regulation and reflection, and pedagogically aligned AI integration. These dimensions are further synthesized into five design principles: purposeful meaning construction, appropriate cognitive support, learner regulation and reflection, pedagogically aligned AI integration, and transformative use of AI to enhance the quality of learning activities. The framework provides a conceptual foundation for teachers, curriculum developers, and researchers seeking to design AI-supported mathematics learning in ways that are reflective, critical, and consistent with the epistemic nature of mathematical thinking.