Journal of Buddhist Education and Research (JBER)

Institution Administrators’ Competencies Affecting the Educational Effectiveness under the Office of Narathiwat Secondary Educational Service Area

Nasrin Awae — 2025-10-01

This study aimed to investigate: 1) the competency levels of educational administrators under the Narathiwat Secondary Educational Service Area Office, 2) the effectiveness levels of schools, and 3) the influence of administrators’ competencies on school effectiveness. The sample comprised 78 school administrators and secondary school teachers. A questionnaire, with a reliability coefficient of .985, was used as the research instrument. Data were analyzed using percentage, mean, standard deviation, and multiple regression analysis. The findings indicated that: 1) the overall competency level of school administrators was high (x̄ = 4.28, S.D.=0.57), focusing on the achievement orientation; 2) overall school effectiveness was also rated at a high level มาก (x̄ = 4.26, S.D= 0.55), regarding the capacity to improve student academic performance; and 3) administrators’ competencies demonstrated a strong positive correlation with school effectiveness (R = .899), statistically significant at the .001 level. The most influential competency was personnel capacity development (β = .568), followed by visionary leadership (β = .300), and achievement orientation (β = .145), respectively. The predictive model can be expressed as follows: Y=0.544+0.260(x5)+0.530(x6)

Flexible Administration: The Key to School Administration in the Era of Artificial Intelligence (AI)

Nutpavee Banyongsiwakul — 2025-10-01

This academic article aims to elucidate the concepts and principles of Flexible Management in educational institutions during the Artificial Intelligence (AI) era, which is a key factor enabling educational administrators to manage their institutions toward success. The analysis is based on fundamental concepts, theories, and research. Flexible management in educational institutions constitutes an essential principle for guiding educational institutions to success in the AI era due to rapid global changes in both technology and daily life. This flexible management approach helps organizations remain resilient and recover quickly from difficult situations. Therefore, educational administrators, as organizational leaders, must adapt to continuously changing circumstances. Administrators must possess knowledge and capability to implement AI technology appropriately across various contexts and situations. Flexible management thus serves as a crucial key that enables educational administrators to manage their institutions efficiently.

An Analysis of Factors Affecting Undergraduates' Attitudes and Intention to Use Online Shopping in Zigong, China.

Zhang Yu — 2025-10-01

Purpose: The core of this paper is to explore and evaluate how many factors affect college students' attitude towards online shopping and their intention to use it. To this end, we construct a conceptual framework that systematically reveals the complex causal relationship path between the pre-factors of perceived usefulness (PU), perceived ease of use (PEOU), perceived enjoyment (PE), convenience (CON), and trust (TRU) with attitude (ATT) and ultimately intent to use (INT). Research design, data and methodology: The researchers used quantitative research methods to conduct a questionnaire survey among students majoring in brewing Engineering, materials Science and engineering, and law, three majors with a relatively large enrollment scale at Sichuan University of Science and Engineering, in Zigong, China, and effectively collected 500 responses. The sampling strategy combines a multi-stage approach, including purposeful sampling, stratified random sampling, convenient and snowball sampling. Data analysis used confirmatory factor analysis (CFA) and structural equation modeling (SEM) to comprehensively evaluate model fit, reliability, and structural validity to ensure the rigor and reliability of the study results. Results: The research results show that in the three majors of brewing engineering, materials science and engineering, and law of Sichuan University of Science and Engineering in Zigong, China, Perceived usefulness (PU), perceived ease of use (PEOU), perceived enjoyment (PE), convenience (CON) and trust (TRU) have significant effects on college students' attitudes about online shopping. Among them, attitude, as a key intermediary variable, also has a significant positive impact on their intention to use online shopping (INT). Notably, convenience (CON) has the most significant impact on attitude (ATT), followed by perceived usefulness (PU) and perceived ease of use (PEOU). Conclusions: The statistical analysis results of this study provide solid and powerful data support for the six research hypotheses, and successfully achieve the established research objectives. Based on these findings, we suggest that in order to further increase the interest and participation of college students in online shopping, all stakeholders, including policy makers, online platform operators and commodity suppliers, should focus on and optimize the above key influencing factors. Especially the three key dimensions of convenience, perceived enjoyment and trust, effectively optimize the user experience in these aspects, effectively enhance the attractiveness of online shopping for college students, so as to improve their willingness to use.

The Context of Teaching Social Studies in The Digital Era

Tassana Nootawee — 2025-10-01

This academic article is a documentary research aims to propose guidelines for teaching social studies in the digital era, focusing on developing students' digital competencies in response to the transformations of the 21st century. Technological advancements have significantly impacted lifestyles and education systems, shifting the emphasis from basic literacy to promoting experiential learning and inspiration. Social studies teachers play a crucial role in modeling the effective use of digital technology, supporting interactive, collaborative, and independent learning to enhance critical thinking, creativity, and problem-solving skills. Furthermore, instructional management should prioritize student-centered approaches, encouraging active participation and ethical use of social media. Effective teaching strategies in the digital age must align with the principles of lifelong learning, equipping learners to apply knowledge creatively and sustainably in real-life contexts.

A Study of Buddhist Communication Innovation Components in Vocational Education Institutions

Siwakorn Inphusa — 2025-10-01

This research aimed to 1) study the components of Buddhist communication innovation in vocational education institutions, 2) synthesize the components of Buddhist communication innovation, and 3) validate the components of Buddhist communication innovation. This study employed a mixed-methods research approach, combining document research and quantitative methods through questionnaires. The population and sample consisted of nine experts, including four experts in higher education, four in vocational education, and one in measurement and evaluation. The research instrument was a five-level rating scale questionnaire, validated by expert judgment (IOC). Data collection was divided into two phases: synthesizing components from documents and confirming components through expert evaluations. Quantitative data were analyzed using mean and standard deviation, with an acceptance criterion of a mean score of 3.51 and above. The findings revealed that Buddhist communication innovation comprises four major components: 1) Sandassanā (clear explanation), 2) Samādapanā (motivating to realize the truth), 3) Samuttejanā (encouraging to be courageous), and 4) Sampahaṃsanā (creating delight and joy). Among these, Samadapana had the highest mean scores for both appropriateness and feasibility (Mean = 4.67 and 4.69, respectively), indicating the critical role of motivational communication within vocational education institutions. Overall, all components were evaluated as highly appropriate and feasible, suggesting that they could effectively guide the development of communication systems to promote ethical values and enhance management efficiency in the digital era.

Learning Management Activities Using Community Problems as a Basis to Develop Problem-Solving Skills in Environmental Management in the Community of Students in Mathayom 1 at a Large Special Secondary School in Phitsanulok Province

Kanokwan Chimmon — 2025-10-01

This research aimed to (1) examine the current conditions and challenges of learning management using community-based environmental problems in Mueang District, Phitsanulok Province, and (2) develop community-problem-based learning activities to enhance environmental problem-solving skills among Grade 7 students in a large secondary school in Phitsanulok. A qualitative methodology was employed, with primary informants comprising five students and four experienced teachers. Data was collected using in-depth interview questions, focus group discussion guides, and a set of community-based learning activities. The credibility of the findings was ensured through data triangulation. The research findings revealed: Current Conditions and Challenges: Learning management related to environmental issues in Mueang District faced problems across four main components: learning activities, learners, instructors, and instructional media/learning resources. Notably, students expressed boredom with repetitive teaching methods and difficult content that lacked real-life applicability. Development of Learning Activities: The developed community-problem-based learning activities successfully enhanced students' environmental problem-solving skills. Through authentic learning experiences in Phitsanulok's urban areas, students not only improved their problem-solving abilities but also achieved sustainable learning outcomes. This was evident in their work, which demonstrated clear explanations and systematic solutions aligned with the environmental issues they addressed.

Guidelines for Developing School Administration Based on the Principles of Good Governance in Primary Schools in Ngao District under the Office of Lampang Primary Educational Service Area 1

Natapol Manee — 2025-10-01

This research employed a mixed-methods approach with the following objectives 1) to examine the current conditions and challenges of school administration based on the principles of good governance in primary schools in Ngao District under the Office of Lampang Primary Educational Service Area 1 and 2) to propose guidelines for the development of school administration based on good governance principles in the same context. The research was conducted in two phases. The sample consisted of 159 school administrators government teachers and educational personnel under the Office of Lampang Primary Educational Service Area 1 as well as 9 experts. Data were collected using questionnaires and structured interviews. Descriptive statistics including frequency percentage mean and standard deviation were used for quantitative analysis while content analysis was employed for qualitative data. The findings revealed that the overall condition of school administration based on good governance principles was at a high level (x̄ = 4.45, S.D. = 0.62). The principle of integrity presented the most significant challenges while transparency posed the fewest. Key problems identified included limited participation of teachers and educational personnel in policy-level decision-making and the expression of their opinions, as well as their understanding of strict financial and procurement practices. The proposed development guidelines suggest that school administrators should promote participation of school boards teachers and educational personnel in policy formulation, and should ensure accurate financial management and accounting practices.

The Guidelines for Developing Ethnicity Parents’ Participation in Primary School, Tha Song Yang District, Tak

Wachirut Moungmaithong — 2025-10-01

This research with three objectives: 1) to examine the current and problems of ethnic student parent participation in primary schools, 2) to find guidelines for ethnic student parent participation in primary schools, and 3) to assess guidelines for developing ethnic student parent participation in primary schools in Tha Song Yang District, Tak Province. The sample and data sources used in this research were 361 parents of students in grades 4 to 3 in primary schools in Tha Song Yang District, Tak Province, academic year 2024. The instruments used were questionnaires, interview forms, and feasibility and appropriateness assessment forms. Data were analyzed by finding percentages, frequencies, means, standard deviations, and content analysis. The research results found that the participation of ethnic students’ parents in primary schools in Tha Song Yang District, Tak Province was at a high level overall and in each aspect. The participation problems were found to be most academic, followed by student affairs, budget, and quality assurance, respectively. The participation guidelines were found to be academic, namely that educational institutions should allow communities to participate in meetings, planning, and monitoring the implementation of guidelines for setting school standards. The budget, namely that educational institutions should request budgets from private sectors, foundations, shops, and Kathin robe offerings. The student affairs, namely that educational institutions should provide opportunities for communities and students to participate in policy-making and various activities in the school. The quality assurance, namely that educational institutions should organize teachers to work with the community to develop research tools, emphasizing knowledge, skills, and abilities in quality assurance. The evaluation results of the feasibility and appropriateness of the participation development guidelines found that the overall feasibility was at a high level. Student affairs was at the highest level with an average value at the highest level. The next was quality assurance with an average value at a high level. The budget had an average value at a high level. The academic aspect had an average value at a high level and the lowest level, respectively. As for the appropriateness, it was found that the overall appropriateness was at a high level. Student affairs was at the highest level. The average value is at the highest level, followed by the quality assurance aspect with a high average value, the budget aspect with a high average value, and the academic aspect with a high average value, and the lowest average value, respectively.

A Study of COVID-19 News Headline Strategies on Thairath Online and Matichon Online

Rittisak Yolai — 2025-10-01

This research article aimed to examine the headline strategies employed in online news coverage of COVID-19 by Thairath Online and Matichon Online. The sample consisted of 160 news articles published between February 1 and May 31, 2020. A data recording form was utilized as the research instrument. The findings revealed that both news outlets employed thirteen distinct headline characteristics, though with varying frequencies. For Thairath Online, the distribution included slang (32 instances), quotations (29), celebrity/nickname/informal and formal names (30), abbreviations (23), professions (12), organizational names (16), loanwords (41), strong/harsh words (5), emotionally charged words (25), emotive or attention-grabbing punctuation (15), keywords (56), proverbs/phrases/idioms (64), and numerical references (60). Similarly, Matichon Online employed slang (26 instances), quotations (40), celebrity/nickname/informal and formal names (28), abbreviations (25), professions (16), organizational names (36), loanwords (38), strong/harsh words (4), emotionally charged words (28), emotive or attention-grabbing punctuation (16), keywords (48), proverbs/phrases/idioms (60), and numerical references (60).

The Needs for Work Motivation of Teachers and Educational Personnel in the Chiang Rai Primary Educational Service Area Office 4, Wiang Subdistrict Educational Network Center, San Sai Ngam

Yosapon Mungmuang — 2025-10-01

The objectives of this research were 1) to study the needs assessment of work motivation among teachers and educational personnel in Chiang Rai Primary Educational Service Area Office 4, Wiang San Sai Ngam Subdistrict Education Network Center, and 2) to propose guidelines for developing work motivation among teachers and educational personnel in Chiang Rai Primary Educational Service Area Office 4, Wiang San Sai Ngam Subdistrict Education Network Center. The sample group consisted of 155 administrators and teachers from schools in Chiang Rai Primary Educational Service Area Office 4, Wiang San Sai Ngam Subdistrict Education Network Center. Data was collected using questionnaires regarding the actual conditions and desirable conditions for the performance of teachers and educational personnel. Statistics used for data analysis included percentage, mean, standard deviation, and Priority Needs Index (PNI). In-depth interviews were conducted with 3 educational administrators, followed by content analysis to determine guidelines for the performance of teachers and educational personnel. The research results revealed that the actual conditions of work motivation needs among teachers and educational personnel were at a moderate level, while the desirable conditions were at a high level. The top three priority needs for work motivation among teachers and educational personnel were: 1) Salary, 2) Policy and Administration, and 3) Job Characteristics. The development guidelines for work motivation of teachers and educational personnel have 24 aspects, comprised 8 approaches for each of the three areas: 1) Salary, 2) Policy and Administration, and 3) Job Characteristics.

The Development of Thai Language Learning Activity by Using Engagement-Based Learning and Teaching and Self-Directed Learning to Enhance Reading Engagement for Grade 6 Students

Kanjana Jaree — 2025-10-01

This research aimed (1) To develop and evaluate the efficiency of Thai language learning activity by using the Engagement-Based Learning and Teaching and Self-Directed Learning according to the 80/80 criterion. (2) To implement Thai language learning activity by using the Engagement-Based Learning and Teaching and Self-Directed Learning. (3) To evaluate the opinions toward learning through Thai language learning activity by using the Engagement-Based Learning and Teaching and Self-Directed Learning. The sample group consisted of 10 Grade 6 students from the second semester of the 2024 academic year at Bannoensuwan School. The research instruments included: Thai language learning activity by using the Engagement-Based Learning and Teaching and Self-Directed Learning, a test to assess reading engagement, and a student opinion Questionnaire. The data were analyzed using mean, standard deviation, and Nonparametric Statistics: One sample Wilcoxon signed rank. The research findings Thai language learning activity by using the Engagement-Based Learning and Teaching and Self-Directed Learning to enhance reading engagement for Grade 6 students had an efficiency of 79.96/80.30, which met the specified criterion. The Grade 6 students who participated in Thai language learning activity by using the Engagement-Based Learning and Teaching and Self-Directed Learning was significantly higher than the 80 percent criterion at the .05 level of statistical significance. They were able to set reading goals, employed a variety of reading strategies, they could summarize the main ideas, identify knowledge or insights gained, and suggest ways to apply those insights in real-life situations. They were able to carry out reading activities successfully according to their self-determined plans. The students demonstrated enthusiasm for reading, experienced enjoyment and engagement, empathized with the content, and felt satisfied when sharing what they had read or learned with classmates. The students’ opinions toward learning through Thai language learning activity by using the Engagement-Based Learning and Teaching and Self-Directed Learning were at the highest level (x̄ = 4.82, S.D. = 0.23).

Community-Based Learning Management Model to Promote Local Heritage Awareness of Laplae City's History for Upper Secondary School Students in Secondary Schools of Laplae District, Uttaradit Province

Songtam Boonyou — 2025-10-01

The objectives of this research are 1) to study the current conditions and problems in the teaching and learning of the history of Laplae Town among upper secondary school students in Laplae District, Uttaradit Province, and 2) to develop a community-based learning model to foster local pride and historical awareness of Laplae Town among these students. The primary informants included : (1) three social studies teachers with at least two years of experience teaching history at public secondary schools in Laplae District, (2) two local historians or community experts with knowledge and experience in Laplae Town history, (3) fifteen Grade 10 students from a secondary school in Laplae District during the second semester of the 2024 academic year, and (4) seventeen Grade 10 students from Dan Mae Khamman Pittayakhom School, also located in Laplae District. This research was conducted in Laplae District, Uttaradit Province. The study found that a suitable community-based learning model to promote local consciousness and historical awareness among upper secondary school students in Laplae is the "Rak (Rup) Lae Learning Model." This model consists of three core stages: Rup – Refers to being open to new knowledge through experiences and fresh perspectives for both teachers and students. This stage is grounded in two key concepts: Open Eye emphasizes observation, questioning, and recognizing the value of local history without being constrained by conventional thinking. Open Mind highlights the importance of adjusting one’s attitude, embracing diverse ideas, beliefs, and values present in local history, and continuously developing oneself. Lae – Involves recognizing the importance of studying Laplae’s local history based on current conditions and challenges. This leads to learning management guidelines in six areas: teachers, students, content, instructional media, learning process, and assessment. These culminate in five structured learning activities: (1) Discovering Laplae Beyond Legends, (2) Key Events That Shaped Laplae, (3) Tracing the History of Laplae, (4) Interpreting Evidence Through Laplae, and (5) Continuing the Legacy of Laplae's History. Rak – Refers to fostering love and pride in one's local roots through participatory learning in the previous two stages. This nurtures local awareness, historical understanding, and the ability to adapt as a community member—laying the foundation for global citizenship and developing global thinking in the future.

The Study of Ethical School Administration in the 21st Century in Primary Schools under the Education Area the Office Pathum Thani Primary Educational Service Area Zone 1, Focusing on Network Groups 6, 7 and 8

Nutsara Sanguanhong — 2025-10-01

This study employed a survey research design. The objectives were: 1) to investigate the level of 21st-century ethical school administration in primary schools under the Pathum Thani Primary Educational Service Area Office 1, Network Groups 6, 7, and 8; and 2) to compare the 21st-century ethical school administration within these schools, as perceived by teachers, when classified by work experience and school size. The research was divided into two phases. The sample consisted of 226 government teachers, selected using Krejcie and Morgan's sample size determination table. Data were collected via a questionnaire and analyzed using descriptive statistics, including frequency, percentage, mean (x̄), and standard deviation (S.D.). The findings indicated that the overall level of 21^st century ethical school administration in the specified primary schools was high. When considering individual aspects, these included: the promotion of technology integration in teaching and learning (x̄ =4.18), information-based administration (x̄ =4.09), ethical use of technology (x̄ =4.08), and digital vision (x̄=4.00). Statistically significant differences were observed overall at the 0.01 level when classified by work experience. Further comparison of the overall ethical administration based on work experience also indicated statistically significant differences at the 0.05 level. However, when classified by school size, no statistically significant overall differences were found.

The Development of Learning Activities Based on the Kodály’s Concept Integrated with Harrow’s Psychomotor Domain to Enhance Melodion Playing Skills of Grade 6 Students

Phimonphan Lue-fueang — 2025-10-01

This research is a developmental research study (R&D) with three main objectives: (1) to design and examine the effectiveness of learning activities based on Kodály's concept integrated with Harrow’s psychomotor domain, using the 80/80 efficiency criterion; (2) to investigate the effects of implementing these learning activities, specifically: 2.1) To compare students' Western music notation reading skills after participating in the activities with the 80% benchmark, and 2.2) To compare students’ melodion playing skills after participating in the activities with the 80% benchmark; and (3) To assess the students' satisfaction with the learning activities. The sample consisted of 13 Grade 6 students from Wat Prue Krathiam School in the second semester of the 2024 academic year, selected through purposive sampling. The research instruments included: Learning activities based on Kodaly’s concept integrated with Harrow’s psychomotor domain, A music notation reading skills assessment, A melodion playing skills assessment, and A student satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and the One-sample Wilcoxon signed-rank test. The findings revealed that the developed learning activities demonstrated an efficiency of 78.52/81.73. Students who participated in the activities showed significantly higher post-instruction scores in both Western music notation reading and melodion playing skills than the 80% criterion at the .05 level of significance. Moreover, student satisfaction with the learning activities was at the highest level ( = 4.68, S.D. = 0.13).

The Development of Learning Activities on Phenomenon-Based Learning Combined with Science Games To Environmental Literacy For Grade 6 Students.

Parichat Wadthaisong — 2025-10-01

This research aimed to (1) create and evaluate the efficiency of phenomenon-based learning activities together with science games to enhance environmental literacy for grade 6, following the 75/75 efficiency criteria; (2) compare the environmental literacy before and after phenomenon-based learning activities together with science games. The sample consisted of 10 sixth-grade students at Ban Ma Duea Chumphon School, semester 2, academic year 2024, selected by purposive sampling. The tools used in this research were phenomenon-based learning activities with science games and environmental literacy tests. The statistics used in data analysis included means, standard deviations, and the Wilcoxon Signed Ranks test (Nonparametric Test). The results revealed that 1) Phenomenon-based learning typically follows a five-step process: 1) Observe the phenomenon, 2) Compose an initial explanation, 3) Investigation through the use of Scientific Games, 4) Compile the final explanation and 5) Giving reasons. The appropriateness was at the highest level ( = 4.53, S.D. = 0.19). The efficiency was 74.07/75.74. 2) Moreover, the sixth-grade students’ environmental literacy after phenomenon-based learning activities with science games was significantly higher than before-class at a statistical level of .05.

Development of Learning Experience Management Based on Social and Emotional Learning (SEL) Combined with Magic If Technique to Encourage Empathy for Early Childhood

Monthita Khamkaeo — 2025-10-01

The objectives of this research were: (1) to create and evaluate the efficiency of learning experience management based on social and emotional learning (SEL) combined with Magic If technique to encourage empathy for early childhood, based on the 75/75 efficiency criterion; (2) to study the results of applying social and emotional learning concept with Magic If technique to promote empathy for early childhood; (2.1) compare the students’ empathy before and after participating in social-emotional learning with Magic If technique; and (2.2) study the results of social and emotional learning experience with Magic If technique. The research was conducted according to the research and development process. The sample consisted of 20 kindergarten 2 students of Ban Khok Ngam School in the second semester of the 2024 academic year, selected by purposive sampling. The instruments included the provision of social and emotional learning experience with Magic If technique and an empathy assessment for early childhood. The statistics used in data analysis were mean, standard deviation, and a dependent t-test for statistical significance. The results of this research: 1. Learning experience management based on social and emotional learning (SEL) combined with Magic If technique which has five steps, such as 1) Observe and analyze, 2) Identify emotions and understand the causes, 3) Ask "What if..." questions and connect experiences, 4) Express emotions to situations, and 5) Reflect and adjust expressions, was appropriate at the highest level (= 4.82, S.D. = 0.20). The appropriateness of the teaching and learning plan was at the highest level (= 4.86, S.D. = 0.14). Moreover, the efficiency was 78.89/80.56, according to the specified criteria. 2. Results of Learning experience management based on social and emotional learning (SEL) combined with Magic If technique for early childhood are as follows: 2.1 Students demonstrated significantly higher levels of empathy after class compared to before class, at the .05 level of statistical significance. 2.2 During the activities, students developed empathy, which can be divided into: 1) Empathy means understanding others' feelings from observing and analyzing expressed facial expressions, gestures, and behaviors. 2) Encouragement and recognizing others' needs. 3) Having a service mind, being able to predict what others need without expecting anything in return and express themselves appropriately according to the context. 4) Giving others a chance, empathizing with those who do not get what they want. 5) Social awareness, comprehending the majority's thoughts affecting emotional expressions in each situation, and all agree that what they are doing is the right thing to do, and is more aware of the majority's thoughts. The evaluation results indicate that the development of empathy or understanding others' feelings increases.

The Development of Learning Activity by Using Reader Response Theory and Rasa Theory to Enhance Literature Appreciation Ability for Grade 8 Students

Chaninthorn Nuwatdee — 2025-10-01

This research is a developmental study (R&D) with three objectives: (1) To develop and evaluate the efficiency of learning activity by using Reader Response Theory and Rasa Theory to enhance the literature appreciation ability of Grade 8 students, according to the 75/75 criterion. (2) To implement the learning activity by using Reader Response Theory and Rasa Theory, including: (2.1) To compare the literature appreciation ability of Grade 8 students after participating in the learning activity with the 75 percent criterion. (2.2) To examine the literature appreciation ability of Grade 8 students. (3) To evaluate the opinions of Grade 8 students toward learning through the activity by using Reader Response Theory and Rasa Theory. The sample group consisted of 35 Grade 8/4 students at Sai-ngam Pittayakom School. The participants were selected using simple random sampling. The research instruments included: (1) learning activity by using Reader Response Theory and Rasa Theory, (2) a test to assess literature appreciation ability, and (3) a student opinion questionnaire. The data were analyzed using percentage, mean, standard deviation, and one-sample t-test. The research findings (1) The learning activity by using Reader Response Theory and Rasa Theory to enhance the literature appreciation ability of Grade 8 students, comprised five stages: construct reading comprehension, link student’s prior experiences to literature, create interactive learning, give and get feedback, revise and report in form of journal writing. The activity demonstrated an efficiency of 76.74/77.08, which met the specified criterion. (2) The Grade 8 students who participated in the learning activity by using Reader Response Theory and Rasa Theory demonstrated the following literature appreciation abilities: (2.1) Their literature appreciation ability after learning was significantly higher than the 75 percent criterion at the .01 level of statistical significance. (2.2) The students demonstrated literary understanding and literary appreciation. (3) The students’ opinions toward learning through the activity by using Reader Response Theory and Rasa Theory were at the highest level (x̄ = 4.71, S.D. = 0.46).

Development of Activity-Based Learning Integrated with Social Media to Enhance Digital Empathy for Grade 5 Students

Suttinun Phraepun — 2025-10-01

The objectives of this research were: 1) to develop and evaluate the effectiveness of activity-based learning integrated with social media to promote digital empathy among Grade 5 students, aiming to meet the standard criteria of 80/80; and 2) to compare students’ digital empathy levels before and after the implementation of the designed learning activities. The study employed a Research and Development (R&D) methodology. The sample group consisted of 15 Grade 5 students from Wat Laem Chedi School in the second semester of the 2024 academic year, selected through purposive sampling. The research instruments included the activity-based learning integrated with social media to foster digital empathy and a digital empathy assessment tool. The data were analyzed using mean, standard deviation, and the Wilcoxon Signed-Rank Test. Research findings revealed that 1) The developed activity-based learning integrated with social media demonstrated an effectiveness score of 85.93/85.56, which exceeded the predetermined criterion. 2) The post-test scores of digital empathy among Grade 5 students were significantly higher than the pre-test scores at the .05 level of significance.

The Linguistic Strategies in the Presentation of Political News on the ‘Khao Pen Khao’ Program

Laksanee Kamalasana Na Ayutthaya1 — 2025-10-01

This research, “The Linguistic Strategies in the Presentation of Political News on the ‘Khao Pen Khao’ Program,” aims to study the language strategies employed in the presentation of political news on the “Khao Pen Khao” program. The study focuses on collecting, analyzing, and synthesizing data from transcripts of news broadcasts aired on the Top News website between February 1 and April 30, 2021. A total of 130 news items selected from 65 episodes were analyzed using both quantitative and qualitative methods to determine the frequency and characteristics of various linguistic strategies with a satirical nature. These strategies include the use of rhetorical questions, expressions of opinion, irony, impactful speech, sarcasm, emotive language, comparisons, appellations, using satire and repetition of words, phrases, and sentences. The results indicate that the most frequently used strategy is the use of rhetorical questions (26.92), followed by expressions of opinion (25.38%) and the use of irony (23.08%). These findings reflect the presenters’ deliberate effort to stimulate the audience’s critical thinking, analysis, and observation of political issues. The study is grounded in the concept that satire is a form of indirect language used to highlight the flaws and imperfections of individuals and society. Furthermore, the research explains how the use of irony and parody adds a personal dimension and encourages deeper critical commentary. This study reveals that the “Khao Pen Khao” program employs a variety of linguistic strategies that not only make the news accessible and engaging but also serve as a crucial tool in shaping the audience’s perception of complex political issues. The findings contribute to a better understanding of the role of communicative language in political news and provide a framework for developing future news presentation formats.

Development of Learning Activities Based on 5 STEPs Collaborative Learning Process (CO-5STEPs) to Enhance Scientific Concepts and Teamwork for Grade 5

Namfon Maiwong — 2025-10-01

This research was a development research (R&D) with two objectives: 1) create and evaluate the efficiency of learning activities based on 5 STEPs Collaborative Learning Process (CO-5STEPs) to Enhance Scientific Concepts and Teamwork for Grade 5, following the 75/75 efficiency criteria; 2) investigate the results of learning activities based on 5 STEPs Collaborative Learning Process (CO-5STEPs) to Enhance Scientific Concepts and Teamwork for Grade 5, 2.1) Compare the students’ scientific concepts before and after using 5 STEPs Collaborative Learning Process (CO-5STEPs), 2.2) Compare students’ teamwork after 5 STEPs Collaborative Learning Process (CO-5STEPs) to Enhance Scientific Concepts and Teamwork for Grade 5 to the 75/75 efficiency criteria. The sample consisted of 21 fifth-grade students of Ban Pakapi School, Uttaradit Province, academic year 2024, selected by purposive sampling. The instruments used were CO-5STEPs learning activities, CO-5STEPs learning plan, science concept test, and 4) teamwork assessment. The statistics used in data analysis included means, standard deviations, a T-test dependent, and a one-sample T-test. The results suggested that: 1)CO-5STEPs learning activities have the following steps: 1) Stimulating and Key Questioning Collaboratively, 2) Searching and Analyzing Collaboratively, 3) Discussing and Constructing Collaboratively, 4) Communicating and Reflecting Collaboratively, and 5) Applying and Serving Collaboratively. The appropriateness was at the highest level (x̄ = 4.88, = 0.21). The efficiency was 87.69/82.22, which is higher than the specified criteria. 2) Results of learning activities based on 5 STEPs Collaborative Learning Process (CO-5STEPs) to Enhance Scientific Concepts and Teamwork for Grade 5 were recommended as follows: 2.1) The scientific concepts after applying CO-5STEPs learning activities were significantly higher than before class at a statistical level of .05. 2.2) Related to teamwork, after teaching with CO-5STEPs learning activities were significantly higher than the specified criteria, 75 percent, at a statistical level of .05.

The Development of a Quality Management Model Based on the Dhosakit Mind Volunteer that Promotes to Public Mind of Ban Nong Yai (Khururat Uppatham) School Students

Isasipada Saitsuppapong — 2025-10-02

This research article aimed to 1) to study the problems and development needs of students of Ban Nong Yai School (Khururat Uppatham) 2) Develop a concept-based quality management model. 3) Experimenting with the model and 4) evaluating the use of the model. The research was divided into 4 phases, with the sample in Phase 1 being executives, a total of 170 students and 5 qualified individuals were selected for the study in Phase 2 and 4 for group discussion and model assessment, and in Phase 3, a total of 270 students were used in the first semester of the 2024 academic year as an experimental group. The tools used to collect data include questionnaires. Observation form, interview form, model consistency assessment form, and model use evaluation form. Percentage, Mean, and Standard Deviation The results showed that 1) the students' public mental problems were high (x̄ = 4.12, S.D.=0.12), with the main problems in order of importance, including not seeing the care of public property as a duty (= 4.52), not helping or sharing others (x̄ = 4.03), not respecting the rights of others to use public resources ( x̄ = 4.01), and careless use of public goods (x̄ = 3.94). Stakeholders agreed that a model should be developed with four elements: principles, 2) Concept-based quality management model. "Volunteerism" consists of 4 main components: (1) Principles such as participation, decentralization, and responsibility, (2) Objectives to promote public spirit in all 4 aspects, and (3) 10 "Volunteer Activities" such as essay writing. (4) Evaluation of knowledge, skills, and desirable attributes, with the highest level of consistency of the model by qualified persons (x̄ = 4.56, S.D.=0.08), 3) The results of the model trial showed that the volunteer activities helped promote public spirit at an excellent level with a total score of 79.55 percent, especially the activities of "Volunteer for the Community" and "Service Volunteering" were at the highest level, and 4) The results of the evaluation of the use of the model by qualified persons were at the highest level. It was found that the possibility of the usefulness and suitability of the model were at the highest level in all aspects (average between 4.47–4.58).

The Development of Experience Organization through a Guided Play Model Incorporating Thinking Routines and Purposeful Teaching to Foster Knowledge-Seeking Skills in Year 3 Early Childhood

Patsayanan Mungmeesuphathanachot — 2025-10-02

The objectives of this Research and Development (R&D) were to: (1) Create and evaluate the efficiency of guided play learning experiences model using thinking routine and intentional teaching approaches to enhance inquiry skills of kindergarteners, following the 80/80 efficiency criteria; (2) Investigate the comparative results of kindergarteners’ inquiry skills between before and after applying a guided play learning experiences model with thinking routine and intentional teaching approaches; (3) Study the students’ satisfaction towards the guided play learning experiences model using thinking routine and intentional teaching approaches. The research methodology comprises three approaches as follows: First, create and evaluate the efficiency of a guided play learning experiences model using thinking routines and intentional teaching approaches. Three experts evaluated the appropriateness. It was tested with kindergarten 3, semester 2, academic year 2024, at Wat Wang Wan School, Phitsanulok Primary Educational Service Area Office 3 to consider the appropriateness of the language, content and time used. Then, it was improved and tested with 9 students to evaluate the efficiency of the learning experience, following the 80/80 criteria. Second, investigate the comparative results of kindergarteners’ inquiry skills between before and after the learning experiences. The sample was 11 students in kindergarten 3, Semester 2, Academic Year 2024 at Wat Hang Lai School, obtained by purposive sampling, One Group Pretest-Posttest Design. The instruments used were an inquiry skills assessment. The statistics used in data analysis included means, standard deviations, percentages, Wilcoxon signed rank test, and E_1∕E_2 test.

The Development of Learning Activities Using the Open Approach Combined with the SSCS Model to Enhance Mathematical Problem-Solving Ability on Statistics among Grade 8 Students

Siriwan Pansood — 2025-10-02

This research aimed to develop and evaluate the effectiveness of learning activities using the Open Approach integrated with the SSCS model to enhance Grade 8 students’ mathematical problem-solving abilities on the topic of statistics. It also examined students’ behaviors during the learning process, compared their problem-solving abilities before and after the intervention, and assessed their satisfaction with the learning experience. The sample consisted of 35 Mathayomsuksa II students selected through cluster random sampling from Khlong Khlung Rat Rangsan School during the second semester of the 2024 academic year. The research instruments included a set of learning activities, a mathematical problem-solving test, a field observation form, and a student satisfaction questionnaire. The statistics used were content analysis, mean, standard deviation, and dependent t-test. The learning activities were developed in four phases: presenting open-ended problems, facilitating student-centered problem-solving, encouraging classroom discussion and idea comparison, and summarizing key mathematical concepts. The overall appropriateness of the activities was rated at the highest level (x̄ = 4.67, S.D. = 0.58), and the effectiveness score (77.41/76.00) met the established criterion (75/75). Observations showed continuous development in students' problem-solving skills. Post-test scores were significantly higher than pre-test scores (p < .05), indicating the positive impact of the activities. Additionally, students reported high satisfaction with the learning process (x̄ = 4.34, S.D. = 0.47). suggesting that the Open Approach with SSCS effectively promoted engagement and mathematical thinking.

The Development of Thai Language Learning Activities Using Project-Based Learning to Promote Reading Literacy for Grade 6 Students

Thidarat Mala — 2025-10-02

This study aimed to (1) develop and evaluate the effectiveness of Thai language learning activities using a project-based learning (PBL) approach to promote reading literacy among Grade 6 students based on the 80/80 efficiency criterion, (2) compare students’ reading literacy before and after participating in the PBL-based learning activities, and (3) investigate students’ perceptions toward the PBL-based Thai language learning activities. The research employed a research and development (R&D) methodology consisting of three phases. The sample included 23 Grade 6 students from Prachasarnwitthaya School, Bang Krathum District, Phitsanulok Province, during the second semester of the 2024 academic year, selected through simple random sampling. The research instruments were: (1) Thai language learning activities based on the PBL approach, (2) a reading literacy assessment, and (3) a student opinion questionnaire. Data were analyzed using mean, standard deviation, effectiveness index (E1/E2), and a dependent samples t-test. The results indicated that: 1. The Thai language learning activities based on project-based learning (PBL) to enhance reading literacy among Grade 6 students consisted of four phases: (1) topic selection for the language project, (2) project planning, (3) project implementation, and (4) project presentation and evaluation. The overall appropriateness of the learning activities was rated at the highest level (x̄ = 4.86, S.D. = 0.07). The instructional effectiveness was measured at 80.56/79.44, which meets the established criteria. 2. Students' reading literacy significantly improved after participating in the Thai language learning activities based on project-based learning, with a statistically significant difference at the .05 level. 3. Students' overall opinions toward the implementation of Thai language learning activities based on project-based learning to enhance reading literacy at the Grade 6 level were rated at the highest level (x̄ = 4.52, S.D. = 0.16).

Organizing Learning Activities Through Problem-Based Learning Saving and Investment to Improve Financial Literacy Skills of Grade 8 Students in Large-Sized Schools in Uttaradit Province

Sahakit Khamma — 2025-10-02

This study aimed to: 1) examine the current situation and problems of learning management on savings and investment to develop financial literacy skills among Grade 8 students in extra-large schools in Uttaradit Province, and 2) develop problem-based learning management on savings and investment to enhance financial literacy skills for the same target group. This qualitative research involved key informants including 9 Grade 8 students and 6 social studies teachers from 3 extra-large schools in Uttaradit Province, selected through purposive sampling. The target group comprised 31 Grade 8 students from Uttaradit Darunee School in the 2024 academic year. Research instruments included: 1) in-depth interview guidelines with descriptive data analysis, and 2) a learning management manual titled "Inevitable Wealth" to develop financial literacy skills regarding savings and investment. Findings revealed that teachers could convey knowledge accurately but lacked real investment experience, resulting in insufficient concrete examples for students. Students understood basic concepts of savings and investment but faced obstacles in practical application. While content was appropriate, it needed modernization. Learning media such as videos, infographics, and games attracted more interest than traditional media. Teaching methods emphasized lecturing over hands-on practice, affecting real-life knowledge application. Assessment methods included tests and worksheets, with students suggesting investment simulation activities to enhance financial literacy skills. The researcher developed problem-based learning management using the "Inevitable Wealth" manual. Results showed students demonstrated improved knowledge, understanding, and awareness of savings and investment importance. Teachers designed activities using simulated situations and problems to stimulate learning, enabling students to apply knowledge in financial planning through income-expense accounting, savings goal-setting, and investment simulation planning. This developed financial literacy skills across three dimensions: 1) Financial Knowledge - students understood savings and investment principles and could analyze information for rational decision-making; 2) Financial Behavior - students effectively planned their finances, demonstrating appropriate behavioral changes; and 3) Financial Attitude - students developed positive attitudes toward savings, investment, and future financial planning. Problem-based learning activities played crucial roles in promoting analytical thinking, collaboration, and experiential learning, serving as essential factors leading to comprehensive financial literacy skill development.

The Digital Era School Management: Decoding AI for Future Skills

Kannika Boonsathaporn — 2025-10-02

This article presents the integration of Artificial Intelligence (AI) in digital-era educational institution management to develop future skills in learners. It examines three key concepts: 1) future skills, 2) personalized learning that designs learning experiences appropriate for individual learners, and 3) AI concepts in educational contexts divided into three levels: using AI as a teaching tool, using AI to analyze and improve teaching and learning, and using AI for educational institution management. The article proposes a six-step management process to promote learning management in the digital era, including: problem analysis and policy formulation, operational design, implementation according to plans, monitoring and evaluation, reflective development, and continuous reinforcement. It also presents guidelines for integrating AI in the management of four divisions: academic administration, personnel management, budget and resource management, and general administration. The article presents case studies of educational institutions that have successfully used AI to develop learners according to personalized learning concepts. However, the application of AI in education systems still faces significant challenges, including limitations in infrastructure and personnel skills, gaps in technology access, maintaining balance between humans and technology, and issues of data reliability and ethics. Educational administrators must be aware of these challenges and find solutions to ensure that the integration of AI in educational institution management maximizes benefits for learner development.

Creative Leadership of School Administrators Affecting the Teachers’ Competency at the School under Songkhla Primary Educational Service Area Office 1

Prapot Arromrat — 2025-10-02

This quantitative study aimed to: (1) investigate the level of creative leadership among school administrators under the Songkhla Primary Educational Service Area Office 1; (2) examine the level of teacher competency under the same jurisdiction; and (3) analyze the influence of administrators’ creative leadership on teacher competency. The sample consisted of 138 school administrators and teachers, selected through two-stage random sampling determined using G*Power analysis. The research instrument was a five-point Likert scale questionnaire, validated for content accuracy with an Item-Objective Congruence (IOC) index ranging from 0.67 to 1.00. The reliability coefficients were 0.977 for the creative leadership scale and 0.971 for the teacher competency scale. Data were analyzed using percentage, mean, standard deviation, and multiple regression analysis via the Enter method. The results indicated that: 1. The overall level of creative leadership among school administrators was rated as highest. Among its dimensions, individualized consideration scored the highest, followed by visionary leadership, while flexibility and adaptability scored the lowest. 2. The overall level of teachers’ competency was the highest level. Quality Service received the highest mean score, followed by achievement orientation, whereas ethics and professional conduct received the lowest. 3. Creative leadership significantly predicted teacher competency, with three key predictors: visionary leadership, teamwork, and creativity. These variables jointly accounted for 72.40%, with statistical significance at the .001 level. The multiple correlation coefficient between the predictor variables and teacher competency was .851, and the standard error of estimate was .242. The predictive equations were as follows: Raw score equation: Y’ = .734 + .271(C₁) + .152(C₂) + .373(C₄) Standard score equation: Z’ = .285(C₁) + .201(C₂) + .442(C₄)

Development of Learning Experience Based on STEAM Education through Cooking to Promote Computational Thinking in Early Childhood

Wannisa Noinak — 2025-10-02

This research and development study aimed to develop and evaluate the effectiveness of STEAM Education-based learning experiences through cooking activities to promote computational thinking in early childhood students according to the 75/75 criterion, and to examine implementation results by comparing computational thinking before and after intervention and studying developmental progress during the learning process. The study involved 28 kindergarten 3/1 students in the second semester of academic year 2024 from Anuban Karoon Wat Trapangthong School, selected through simple random sampling using classroom as the sampling unit. Research instruments included STEAM Education learning experiences through cooking activities, computational thinking assessment rubrics during learning, and computational thinking tests, with data analyzed using percentages, means, standard deviations, One Group Pretest-Posttest Design, and dependent t-test. Findings revealed that the STEAM Education-based learning experience through cooking activities consisted of five steps: Menu Selection, Menu Analysis and Equipment Preparation Introduction, Cooking Implementation, Idea Exchange, and Evaluation and Improvement, with appropriateness of the learning experience at the highest level (M = 5.00, S.D. = 0.00), lesson plan appropriateness at the highest level (M = 4.79, S.D. = 0.19), and efficiency of 74.71/75.56, meeting the established criterion. Implementation results showed that students' post-intervention computational thinking scores were significantly higher than pre-intervention scores at the .05 statistical significance level, and students demonstrated notable computational thinking development during activities through improvement in key components including Decomposition (breaking large problems into smaller parts), Pattern Recognition, Abstraction (identifying essential information), and Algorithm Design (sequencing work steps). Students could systematically design and determine cooking procedures, predict outcomes of each step, and appropriately identify and correct errors during cooking activities, indicating that STEAM Education through cooking experiences effectively promoted computational thinking skills in early childhood education, enabling children to apply systematic problem-solving approaches in practical, engaging contexts that fostered deeper cognitive development and hands-on learning experiences.

A Synthetic Study of Partnership Ethics and the Idea of Consumption According to Paccavekkhaṇavidhi

Phra Pichej Maneekulwatana — 2025-10-05

This research entitled “A Synthetic Study of Partnership Ethics and the Idea of Consumption According to Paccavekkhaṇavidhi” aims to explore the concept of Partnership Ethics, the Paccavekkhaṇavidhi-based consumption approach in Buddhism, and to synthesize these perspectives to formulate new knowledge for sustainable environmental conservation. Employing qualitative content analysis of primary Buddhist scriptures, commentaries, and related academic literature, the study finds that Merchant’s Partnership Ethics advocates for an egalitarian relationship between humans and nature. Meanwhile, Paccavekkhaṇavidhi in Theravāda Buddhism emphasizes mindful and moderate consumption based on self-reflection. The synthesis of these approaches results in innovative frameworks such as SatiCloth, SatiEthica, and EcoSati, which support ethical living through mindfulness, ecological respect, and non-exploitation. The study suggests that integrating Buddhist principles with contemporary environmental ethics can inspire both individual and societal behavioral change and provide a philosophical foundation for long-term sustainability.

The Development of Learning Experience Management Based on the Collaborative for Academic, Social, and Emotional Learning (CASEL) to Promote Social Skills for Early Childhood

Supapan Soidee — 2025-10-05

This research and development study aimed to develop and evaluate the effectiveness of learning experiences based on the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework to promote social skills in early childhood students according to the 75/75 criterion, and to examine implementation results by comparing students' social skills after the intervention against the 75 percent criterion and studying the outcomes of CASEL-based learning experiences. The research was conducted in two phases: Phase 1 involved creating and evaluating the effectiveness of CASEL-based learning experiences through expert validation by three specialists, followed by pilot testing with kindergarten 3 students at St. Joseph Phichit School in the second semester of academic year 2024 to assess appropriateness of language, content, and timing, then revision and implementation with nine early childhood students to evaluate effectiveness against the 75/75 criterion. Phase 2 examined the implementation results using a sample of 23 kindergarten 3 students from St. Joseph Phichit School selected through simple random sampling, employing a One-shot Case Design research framework. Research instruments included CASEL-based learning experiences, social skills assessment forms for early childhood students, and field notes, with data analyzed using One Sample t-test and E1/E2 efficiency calculation. Findings revealed that the CASEL-based learning experience consisted of five steps: Self-Awareness, Social Awareness, Self-Management, Relationship Skills, and Responsible Decision-Making, with appropriateness of the learning experience at the highest level (M=4.86, S.D.=0.14), lesson plan appropriateness at the highest level (M=4.87, S.D.=0.21), and efficiency of 79.81/77.04, meeting the 75/75 criterion. Implementation results showed that students' social skills after the CASEL-based learning experiences were significantly higher than the 75 percent criterion at the .05 statistical significance level. Students demonstrated social skills development during activities, including improved emotional regulation when facing conflicts or disappointment, increased self-confidence in expressing ideas and trying new activities without fear of mistakes, and appropriate peer interactions such as sharing toys, collaborative play, active listening, showing empathy, and helping others, indicating significant development in reciprocal relationship building and comprehensive social-emotional competencies.

Creative Drama Activities in Lower Primary School Children to Develop Concentration for the Attention Deficit Hyperactivity Disorder

Chanisara Kaewyai — 2025-10-06

This study aimed to 1) develop creative drama activities to enhance concentration in lower primary school children with Attention Deficit Hyperactivity Disorder (ADHD), and 2) compare their concentration levels before and after the intervention. The participants were eight students aged 7–9 years from Saint Joseph Thiphawan School in Samut Prakan Province, identified as having inattention symptoms using the Thai version of the SNAP-IV (Short Form), assessed by homeroom teachers and parents. A one-group pretest-posttest design was employed. Research instruments included: 1) twelve creative drama activity plans, 2) the SNAP-IV rating scale, and 3) a behavioral observation checklist. Data were analyzed using means, standard deviations, and dependent t-tests. Results showed a statistically significant improvement in concentration (p < .05) after participating in the activities. The findings suggest that creative drama is an effective method for enhancing concentration in children with ADHD.

Community Based Learning Management to Develop Skills as a Lao Krang Cultural Tourism Entrepreneur of Junior High School Students

Panudet Khenanan — 2025-10-06

This research is a qualitative study with two primary objectives: 1) to examine the potential of Lao Krang cultural capital in the development of cultural tourism in Noen Kham District, Chainat Province, and 2) to develop a community-based learning management model aimed at enhancing Lao Krang cultural tourism entrepreneurship skills among lower secondary school students. The study involved 38 informants, selected through purposive sampling and divided into two groups: Group 1 consisted of 30 lower secondary school students from Nong Yang School, Noen Kham District, Chainat Province, for the academic year 2024; Group 2 comprised knowledge providers, including 2 social studies, religion, and culture teachers from schools in Noen Kham District, 2 local scholars from Noen Kham District, 2 community leaders from Suk Duen Ha Subdistrict, Noen Kham District, and 2 tourism entrepreneurs in Noen Kham District. The research instruments included: 1) an interview form on the potential of Lao Krang cultural capital in developing cultural tourism in Noen Kham District, Chainat Province; 2) guidelines for organizing learning activities using the community as a base for developing entrepreneurship skills in Lao Krang cultural tourism for lower secondary school students at Nong Yang School, Chainat Province; and 3) an assessment form for observing non-participatory activities. The research findings revealed that: 1) The results of the study on the potential of Lao Krang cultural capital in developing cultural tourism in Noen Kham District, Chainat Province, as reported by the primary informants—namely, teachers from the social studies, religion, and culture group, tourism entrepreneurs, local scholars, village headmen, sub-district administrative organization presidents, and students—revealed that the Lao Krang cultural capital present in the community can serve as a foundation for organizing teaching and learning activities in accordance with the 2008 Basic Education Core Curriculum. This curriculum is aligned with the standards and indicators of the social studies, religion, and culture group, and emphasizes the integration of local content into teaching and learning across various subjects. 2) The results of the development of learning management using a community-based approach to enhance Lao Krang cultural tourism entrepreneurship skills among lower secondary school students at Nong Yang School, Chainat Province, revealed that, based on the learning management plan, the researcher conducted learning activities with the students through both lecturing and practical exercises. These activities were designed to achieve effective learning outcomes. The students were divided into four groups, each engaging in one of the following four learning activities: 1) Lao Krang cultural capital, 2) Lao Krang cultural tourism entrepreneurs, 3) Community tourism activities, and 4) Developing the potential of community products and services.

Role- play: an Effective Strategy for Teaching Speaking of English Major Students Studying English for Hotel 2 in Thailand

Patariya Ruaisamran — 2025-10-06

This qualitative classroom-based study investigates the effectiveness of role-playing activities in enhancing English speaking skills among fourth-year English major students enrolled in the "English for Hotel and Tourism in Thailand" course at a private university in Bangkok. The study focuses on three core areas: pronunciation, speaking confidence, and the use of appropriate vocabulary in context. So that, the selection of the participants was conducted through the purposive sampling technique. To collect data, several tools were utilized: (1) oral assessments conducted before, during, and after the role-play sessions; (2) self-assessment sheets; (3) observations; (4) program evaluation questionnaires; (5) video reviews of role-play sessions; and (6) interview questions. These methods sought to examine whether students improved their pronunciation, confidence, and vocabulary use in context after participating in role-playing activities across three lessons. The findings indicate all participants showed measurable progress in their pronunciation with notable enhancement in stress, intonation, rhythm, and clarity of speech. In addition, they gained greater confidence in speaking English, particularly when engaging with foreign speakers by becoming more comfortable using the language in a professional context. Furthermore, the study demonstrated that there are significant improvements in participants’ ability to use vocabulary appropriately across different situations. The researcher recommended exploring several key areas to enhance the effectiveness of role-play as a pedagogical tool in English language learning.

Development of Active Learning Activities Using Cooperative Learning, STAD Technique in the Citizenship Duty Subject for Grade 10 Students at That Phanom School, Nakhon Phanom Province

Phar Lucky Vorapanya — 2025-10-07

The purposes of this research were (1) to study the current situation of activity implementation, (2) to develop activities, (3) to compare academic achievement, and (4) to assess the level of satisfaction with the active learning activities using cooperative learning, STAD technique in the Citizenship Duty subject for Grade 10 students at That Phanom School, Nakhon Phanom Province. This experimental research used simple random sampling with classrooms as the sampling units, dividing into experimental and control groups of 30 students each. The research instruments included a questionnaire on the current situation of activity implementation and a questionnaire on satisfaction, with reliability values of 0.90 and 0.88, respectively. The active learning activities using the cooperative learning, STAD technique, in the Citizenship Duty subject were developed by the researcher. Data were analyzed using descriptive statistics, and the differences between the experimental and control groups were compared using an independent sample t-test. The findings were as follows: 1. The overall situation of activity implementation for Grade 10 students at That Phanom School was at a high level (X̄ = 3.80, S.D. = 0.94). 2. The efficiency of the learning activities met the specified criteria, with E1/E2 = 80.22/83.33, showing that the activities effectively promoted student learning. 3. The academic achievement of the students showed that those who participated in the active learning activities using the STAD technique achieved significantly higher academic results compared to the control group at the 0.05 level. 4. The overall satisfaction evaluation was at a high level (X̄ = 4.25, S.D. = 0.71), indicating that this teaching approach effectively enhanced students' understanding and learning.

The Digital Transformation Affecting the Operations of Small and Medium Enterprises in Si Mahaphot District, Prachinburi Province

Karnchanaphon Kankitdumrong — 2025-10-07

This study aimed to (1) examine the level of digital transformation among small and medium enterprises (SMEs) in Si Mahaphot District, Prachinburi Province, (2) assess their business performance levels, and (3) investigate the impact of digital transformation on their performance. The research focused on five key independent variables: attitude toward new technology, readiness for digital adaptation, strategic digital decision-making, digital business model adoption, and digital flexibility and competitiveness. The dependent variable was SME performance, assessed through the Balanced Scorecard framework encompassing four dimensions: financial, customer, internal processes, and learning and growth. A total of 320 SME entrepreneurs were selected using stratified random sampling. Data were collected through a structured questionnaire and analyzed using descriptive statistics and Pearson’s correlation coefficient. The findings indicated that all five dimensions of digital transformation were perceived at high levels and showed moderately positive correlations with SME performance, with statistical significance at the .01 level. Among these, strategic digital decision-making and digital competitiveness demonstrated the strongest correlation coefficients. The results underscore the importance of strengthening the digital capabilities of local entrepreneurs to enhance adaptability and achieve long-term competitiveness in the digital economy.

The Transformational Leadership of Administrators and Quality of Work Life of Teachers in Schools under the Kanchanaburi Secondary Educational Service Area Office

Chayanana Pangjarojn — 2025-10-07

The Purposes of this research were to determine: 1) The transformational leadership of administrator in school under Kanchanaburi secondary educational service area office 2) Quality of work life of teacher in school under Kanchanaburi secondary educational service area office and 3) the relationship between the transformational leadership of administrator and quality of work life of teacher in school under Kanchanaburi secondary educational service area office. The sample was 28 schools under Kanchanaburi secondary educational service area office. There were 4 respondents from each school consisted of two school director or deputy director and two teachers, totally 112 respondents. The research instrument was a opinionnaire about the transformational leadership based on Kouzes and Posner and quality of work life of teacher based on Huse and Cummings concept. The statistical used for analysis the data were frequency, percentage, arithmetic mean, standard deviation and Pearson’s product-moment correlation coefficient. The findings of the research were as follow: The transformational leadership of administrator in school under Kanchanaburi secondary educational service area office, as a whole and each aspect were at a highest level, ranking from the highest to the lowest arithmetic mean; modeling the Way, inspiring the Shared Vision, challenging the Process, encouraging the Heart and enabling other to act. Quality of work life of teacher in school under Kanchanaburi secondary educational service area office, as a whole and each aspect were at a high level, ranking from the highest to the lowest arithmetic mean; social relevance, development of human capacities, growth and security, safe and healthy environment, social integration, the total life space, adequate and fair compensation and constitutionals. The relationship between the transformational leadership of administrator and quality of work life of teacher in school under Kanchanaburi secondary educational service area office was found correlated in high level at 0.01 of statistical significance which was positive correlated.

Adaptive Leadership: Approaches and Roles in Managing Change in an Era of Uncertainty

Worakorn Treedech — 2025-10-07

Adaptive leadership is a crucial strategic capability in managing organizations amidst the volatility of the digital world. It focuses on analyzing and effectively responding to complex challenges through the integration of management science and art, fostering a culture of learning, and promoting continuous innovation. The main components of adaptive leadership include situational awareness, challenge identification, collaborative engagement, creating an environment conducive to change, and ongoing self-development. Leaders must cultivate essential traits such as resilience, adaptability, experiential learning, conflict management, and inspirational motivation. Strategies for developing adaptive leadership encompass systems thinking training, lifelong learning, conflict management skill development, mental resilience building, and networking to guide organizations toward success amid relentless challenges. The context of change in the digital era demands leaders who understand technology and can foster continuous innovation. Change management thus becomes an integrative process requiring understanding, flexibility, and commitment from all organizational sectors.

The Development of Educational Leadership and Change Management in the Era of Educational Innovation

Wilailuck Rookit — 2025-10-07

These Educational leaders play a crucial role in driving educational organizations toward their objectives, particularly in the present era of rapid technological and innovative change. These leaders must possess diverse capabilities, encompassing vision creation, personnel development, and the implementation of innovation in educational management. They must also inspire, foster a learning culture, and promote collaborative work environments. Educational leadership comprises essential components including vision and strategy, change management capability, technology and innovation utilization, human resource management, ethics and morality, and community relationship building. Leaders must demonstrate key characteristics in strategic decision-making, communication, and innovative leadership approaches. Leadership development can be achieved through multiple channels, including professional training, mentorship learning, practical experience, and network building. Leaders must fulfill significant roles as vision creators, change managers, innovation developers, collaboration builders, and ethical role models to guide educational organizations toward success in the digital era.

The Popular Music Aesthetic Education at Grade 11, Zhengzhou Linghang Experimental School, Henan Province, The People's Republic of China

Wu Yufei — 2025-10-07

This study examined popular music aesthetic education for Grade 11 students at Zhengzhou Linghang Experimental School, Henan Province, The People's Republic of China, with a focus on applying the Kodály teaching method. The primary aim was to enhance students' ability to distinguish between high-quality and inferior musical works, while also promoting their overall development. The research was conducted from July 2024 to June 2025, employing a mixed-methods approach that integrated literature analysis, surveys, interviews, classroom observations, pilot testing, and other data collection methods. Both qualitative and quantitative methodologies were utilized for in-depth data analysis. The research findings indicate the following: First, students' ability to critically evaluate popular music significantly improved, with a deeper and more diverse understanding of high-quality music. They moved beyond surface-level features to consider various dimensions such as melody, lyrical meaning, social value, and emotional resonance. Second, students actively engaged in class activities, demonstrating high enthusiasm and initiative. Significant progress was observed in their overall music literacy, including rhythm perception, listening skills, and instrumental performance. Third, with the application of the Kodály teaching method, students' music memory, physical coordination, and attention required for piano performance were effectively strengthened, resulting in a deeper and more solid understanding of music knowledge. Fourth, the course introduced music works from diverse regions and cultural backgrounds, enriching students' musical knowledge, broadening their international perspectives, and enhancing their intercultural communication skills. This effectively promoted a comprehensive understanding of music and global cultural diversity. This study provides valuable insights for the reform of high school popular music aesthetic education courses and demonstrates the feasibility and effectiveness of applying the Kodály teaching method in this field.

The Development of Learning Achievement and Analytical Thinking Ability in the Subject of Computer Science through Cooperative Learning Using the STAD Technique among Grade 5 Students

Duangruthai Thumkhom — 2025-10-08

This study aimed to: (1) compare the academic achievement of Grade 5 students in Computer Science before and after instruction using the STAD cooperative learning technique; (2) compare their analytical thinking ability before and after instruction; and (3) examine students’ satisfaction with the STAD cooperative learning model. The sample consisted of 22 Grade 5 students from Watjumpol School (Woraprot Uppatham), under the Office of Khon Kaen Primary Educational Service Area 3, in the first semester of the 2024 academic year. The sample was selected using cluster random sampling, with the school serving as the sampling unit. The research instruments included: (1) ten lesson plans; (2) a 20-item academic achievement test; (3) a 20-item analytical thinking ability test; and (4) a 15-item satisfaction questionnaire. Data were analyzed using mean, standard deviation, percentage, and paired-sample t-test. The findings revealed that: (1) students’ post-instruction academic achievement was significantly higher than their pre-instruction scores at the .05 level of significance; (2) their analytical thinking ability also significantly improved at the .05 level; and (3) students reported a very high level of satisfaction with the STAD learning approach ( = 4.52, SD = 0.053).

Development of Creativity and Academic Achievement in Computer Subjects Using a Problem-Based Learning Management Model for Mathayom 1 Students

Arthitaya Khochakul — 2025-10-08

This research aimed to develop creativity in terms of fluency, flexibility, initiative, and refinement in computer studies among Mathayom 1 students by using a problem-based learning management model, to compare their academic achievement before and after learning through the model, and to study their satisfaction with this learning approach. The sample group consisted of 30 Mathayom 1 students from Nong Yai Municipality School, Khon Kaen Municipality, selected through cluster random sampling. The research instruments included eight lesson plans on learning to use Microsoft Word, a creativity assessment form as a performance task, an academic achievement test with 20 multiple-choice questions, and a satisfaction questionnaire with 15 items using a five-point rating scale. The data were analyzed using mean, standard deviation, percentage, and the dependent samples t-test. The research findings revealed that 26 students (86.67%) achieved creativity scores of not less than 70 percent, meeting the set criteria, while 4 students (13.33%) did not. The order of creativity components from highest to lowest was fluency, flexibility, initiative, and refinement. The learning achievement of students who studied through the problem-based learning management model was significantly higher after instruction than before, at the .05 level of significance. The students’ overall satisfaction with learning through the model was at a high level (𝑥̅ = 4.33, S.D. = 0.69).

The Development of Learning Achievement and Scientific Process Skills in Science Studies by Using Inquiry-Based Learning (5Es) with Predict-Observe-Explain Techniques (POE) for Mathayomsuksa 1 Students

Butsarin Pluemjai — 2025-10-08

The objectives of this research were 1) to compare the learning achievement of Mathayom Suksa 1 students in science subject before and after learning through the 5E inquiry-based learning model integrated with the POE technique. 2) to compare the science process skills of Grade 7 students before and after learning through the 5E inquiry-based learning model integrated with the Predict-Observe-Explain (POE) technique. The sample group used in this research consisted of 40 Grade 7 students from Chumphae Suksa School, under the Secondary Educational Service Area Office Khon Kaen, in the second semester of the 2024 academic year, selected by cluster random sampling. The research instruments included: (1) eight lesson plans based on the 5E learning model integrated with the POE technique, (2) a learning achievement test comprising 20 multiple-choice questions with four answer choices each, and (3) a science process skills test consisting of 6 open-ended questions. The statistical methods used in the data analysis were mean, standard deviation, percentage, and dependent sample t-test. The research findings revealed that 1. The learning achievement of Grade 7 students who studied science through the 5E inquiry-based learning model integrated with the Predict-Observe-Explain (POE) technique was significantly higher after the instruction than before, at the .05 level of statistical significance. 2. The science process skills of Grade 7 students who studied science through the 5E inquiry-based learning model integrated with the Predict-Observe-Explain (POE) technique were significantly higher after the instruction than before, at the .05 level of statistical significance.

The Development of Learning Achievement and Analytical Thinking in Social Studies Subject through the CIPPA Model in Conjunction with Game-Based Learning for Mathayomsuksa 3 Students

Worawit Soekphukhiao — 2025-10-08

This research aimed to 1) compare the learning achievement in social studies after organizing the learning using the CIPPA model combined with game-based learning between before and after learning, 2) develop analytical thinking skills in social studies in organizing the learning using the CIPPA model combined with game-based learning between before and after learning, and 3) study students' satisfaction in organizing the learning using the CIPPA model combined with game-based learning between before and after learning. This research was a quasi-experimental research with a single group pre- and post-test. The sample used in this research was 40 Mathayom 3 students at Chum Phae Suksa School, Chum Phae District, Khon Kaen Province in the 2024 academic year by cluster sampling (Cluster Random Sampling). The research instruments included a learning management plan for Mathayom 3 students 1) using the CIPPA model combined with game-based learning 8 lesson plans on the toppic, 2) a multiple-choice achievement test (4 choices) 3) a social studies analytical thinking skills test. (4 choices) 4) satisfaction questionnaire with 15 items, using a 5-point Likert scale. The statistics used for analysis were percentage, mean, standard deviation, and t-test (Dependent Sample). The results of the study revealed that 1. The result of the comparison of academic achievement in Social Studies of Mathayom 3 students before and after the CIPPA MODEL learning management together with using games as a base for learning (Game Based Learning) after studying was significantly higher than before studying at the .05 statistical level. 2. The result of the development of analytical thinking skills in Social Studies of Mathayom 3 students before and after the CIPPA MODEL learning management together with using games as a base for learning (Game Based Learning) after studying was significantly higher than before studying at the .05 statistical level. 3. The result of the study of Mathayom 3 students' satisfaction with the Social Studies learning management by using the CIPPA MODEL learning management together with using games as a base for learning (Game Based Learning) was at the highest overall level.