Trends of Humanities and Social Sciences Research

A Systematic Synthesis of Proactive Teacher Development Approaches to Create Digital Innovations

Khajornkiet Chonlathep — Tue, 16 Jun 2026 00:00:00 +0700

This research aimed to 1) synthesize proactive teacher development approaches for digital innovation creation from relevant domestic and international literature; 2) analyze key points of proactive teacher development approaches that lead to effective digital innovation creation; and 3) develop policy and practice recommendations for proactive teacher development for digital innovation creation that are appropriate for the educational context in Thailand. This research was a systematic narrative review. Research articles were selected from Scopus, ERIC, Google Scholar, and ThaiJo databases published between 2020 and 2025 according to the PRISMA 2020 (Reporting Guideline for Systematic Reviews and Meta-Analyses) reporting guidelines. A total of 27 articles passed the criteria and were analyzed for qualitative content.

The findings reveal that: 1) the synthesis of proactive teacher development approaches for digital innovation creation from domestic and international literature highlights a paradigm shift from passive training to self-directed learning, embedded in actual practice, and relying on collaborative networks; 2) the key issues for effective proactive teacher development leading to digital innovation: (1) a systematic and continuous development process embedded in practice, utilizing Professional Learning Communities (PLCs) as a core mechanism; (2) the fostering of teacher agency and TPACK competency through classroom action research and reflective practice; and (3) the provision of a robust support structure, particularly strong digital leadership from administrators and a conducive organizational culture; and 3) policy and practice recommendations for proactive teacher development for digital innovation creation are formulated into a three-phase teacher development model is proposed: Phase 1 focuses on building a foundation by shaping attitudes and establishing a fundamental understanding of the TPACK framework. Phase 2 emphasizes practical implementation and collaborative culture through PLCs and classroom action research. Phase 3 ensures sustainable support and scalability through the development of digital leadership, a robust mentorship system, and the allocation of necessary resources. This approach aims to transform teachers' roles from passive trainees to self-directed innovators, fostering sustainable professional growth to meet the educational challenges of the digital age.

Active Learning Management through Experiential Learning to Promote Adaptability Quotient for Graduate Students

Rungtiwa Kongson — Tue, 16 Jun 2026 00:00:00 +0700

The objective of this research was to compare the adaptability quotient for graduate students before and after learning with active learning management through the experiential learning method. The sample group was 19 graduate students in the Department of Curriculum and Instruction, during the first semester of the 2024 academic year. The research instruments included the experiential learning activities to promote adaptability quotient and adaptability quotient questionnaire. The study was conducted according to the active learning management through the experiential learning method, based on the one-group pretest-posttest research design. Data were analyzed by calculating the mean and standard deviation, and the t-test (Paired Samples t-test).

The results of the research revealed that the graduate students who underwent active learning management had statistically significantly higher adaptability quotient scores after learning than before learning, at the .05 level. (t = 37.15). Furthermore, their adaptability quotient were rated at a "highest" quality level, with a mean score of 91.38%.

Student Mobility and the Internationalization of Higher Education in Thailand: Institutional Capacities and Population Dynamics

Chutima Sudjanya — Tue, 16 Jun 2026 00:00:00 +0700

This study examines how immigration governance and the institutional capacities of Thai higher education institutions influence the experiences, regulatory compliance, and satisfaction levels of international students from China and CLMV countries studying in Thailand between 2023 and 2024. Secondary data from 2020–2025 are incorporated to illustrate national and institutional trends, while primary data collected during 2023–2024 provide empirical evidence on students lived experiences.

The research has three objectives: (1) to compare the visa management processes of research universities (Mahidol University and Chulalongkorn University), the nine Rajamangala University of Technology (RMUT) campuses, Rajabhat Universities, and specialized programs within the RMUT/Rajabhat network; (2) to analyze the effects of digital systems, staff professionalism, and communication clarity on students’ visa compliance and stress levels; and (3) to identify characteristics of at-risk student groups, such as female students, first-year students, and learners
in short-term programs. A Convergent Parallel mixed-methods design was employed. Quantitative data were collected from 400 international students (100 per institution) using a Likert-scale questionnaire with content validity ranging from IOC = 0.67–1.00 and internal reliability α = 0.84–0.91. Qualitative data were obtained from 36 in-depth interviews and four focus groups. The researcher applied Thematic Analysis following Braun and Clarke’s (2020: 328-352) Reflexive Thematic Analysis approach, which emphasizes deep interpretation and the researcher’s reflexive role in constructing themes from qualitative data.

The findings indicate that enhancing governance models, designing digital structures that align with the context of each institution, and continuously strengthening staff competencies can significantly improve visa management and support services for international students. These improvements also contribute to greater student satisfaction and reinforce institutional credibility in the long term.

Content Validity of the Social and Emotional Learning Competency Measurement Instrument for Pre-Service Teachers at Rajabhat University

Patthraporn Kessung, Tanunchai Boonnuk, Orawan Kessung — Tue, 16 Jun 2026 00:00:00 +0700

The purpose of this study was to analyze the content validity of the Social and Emotional Learning Competency Assessment for Pre-service Teachers at Rajabhat University. The analysis employed the Item-level Content Validity Index (I-CVI), Content Validity Ratio (CVR), Scale-level Content Validity Index based on Universal Agreement (S-CVI/UA), and Scale-level Content Validity Index based on Average (S-CVI/Ave), based on evaluations from six experts. The main assessment instrument comprised seven core competencies: (1) sensory and mechanism integration, (2) deep understanding, (3) self-regulation, (4) collaboration, (5) communication, (6) critical thinking, and (7) mindset. The instrument consisted of 28 items. The results revealed that all experts unanimously agreed that the items were comprehensive, congruent, and representative of the construct of social and emotional learning competencies among pre-service teachers, with I-CVI, CVR, S-CVI/UA, and S-CVI/Ave values all equal to 1.00.

The Use of Artificial Intelligence in the Development of Educational in Higher Education: A Systematic Literature Review and Future Trends

Manoch Boonmanit, Pensri Chirinang, Phongsak Phakamach — Tue, 16 Jun 2026 00:00:00 +0700

This study aims to investigate the application of artificial intelligence (AI) in the development of higher education through a systematic literature review and an analysis of future trends and directions of AI use in the education sector. It employs a documentary research methodology to collect and analyze data from academic literature, research articles, and relevant reports. The data was analyzed through a systematic literature review, which is an integral part of the documentary research methodology. The findings indicate that 1) AI plays a crucial role in supporting personalized learning and adaptive learning, capable of analyzing student learning data and adapting content to each individual to promote optimal learning and achievement. Furthermore, AI is utilized in intelligent tutoring systems, automatic assessment, and data analysis systems for predicting academic success. 2) Future trends of AI will focus on developing learning systems that can adapt specifically to the needs and context of learners, designing curricula that respond to labor market demands, and using AI in student data management. However, the implementation of AI still faces challenges such as infrastructure readiness, data privacy, and educators’ competency in utilizing such technology. Based on the findings, it is recommended that universities and relevant agencies develop policies and guidelines that promote the optimal use of AI in higher education, including training educators to enhance their potential in using AI to improve educational quality in line with future trends.

Developing Self-Regulation Executive Function in Early Childhood Through Lively Arts Activities with Virtual reality Technology: An Action Research

Nattapat Arsarin, Patthraporn Kessung , Anuphum Kumyoung — Tue, 16 Jun 2026 00:00:00 +0700

The objectives of this research were: (1) to study the development of executive function in self-regulation among preschool children after participating in Living Art Activities through the application of virtual reality technology using an action research process, and (2) to examine the relative developmental progress of preschool children’s self-regulation at the 50-percent developmental benchmark. Target group in this study consisted of 35 Kindergarten 1 children. The key informants included two early childhood teachers and 35 parents. The research was conducted through two action research cycles. The research tools included a self-regulation skills behavior recording form, which encompasses the ability to concentrate, control emotions, and self-assessment; and observation forms for early childhood children, teachers, and parents. Data analysis included frequency, percentage, relative developmental percentage, and descriptive analysis.

The results of developing executive function in self-regulation among preschool children after participating in “Living Art Activities” through virtual reality technology revealed that, overall, 32 children (91.43%) met the developmental criteria. Considering the relative developmental percentage above the 50% threshold, 32 children (91.43%) achieved the criterion in sustained attention, 30 children (85.71%) in emotional control, and 32 children (91.43%) in self-monitoring. The children demonstrated noticeable improvement in sustained attention by maintaining focus for longer periods and completing activities with greater continuity. They were also able to regulate their emotions more effectively and clearly reflect upon and evaluate their own actions.

Designing a Culturally Responsive Learning Process for Multiethnic Students to Enhance Multicultural Literacy in the Educational Equity Recovery Schools

Khemchira Phutsuankaew, Charin Mangkhang, Kittiphat Srathongchun — Tue, 16 Jun 2026 00:00:00 +0700

This research aimed to design and assessment a culturally responsive learning (CRL) process to enhance multicultural literacy in the Educational Equity Recovery Schools. The objectives were 1) to design a culturally responsive learning process enhance multicultural literacy of students in the educational equity recovery schools, and 2) to assessment the level of multicultural literacy students in in the educational equity recovery schools.

The research was conducted in four phases; a needs survey, lesson plan design and development, trial and evaluation, and activity learning package revision. The sample consisted of two groups; five school personnel selected through purposive surveys who were willing to disclose their information, and 30 secondary school students who volunteered as research volunteers. The research instruments included interview forms, activity package suitability assessment forms, a five-point multicultural intelligence assessment scale, satisfaction questionnaires, observation, and reflection. Data were analyzed using descriptive statistics and content analysis.

The findings revealed that the culturally responsive teaching design consisted of 4 activities, totaling 10 hours, under integrated unit the "Human Rights", which was most appropriate, with outstanding analytical thinking skills. After implementation, the multicultural literacy score increased from a moderate level to the highest-level post learning. The assessment of student satisfaction with the teaching was at the highest level.

Factors Affecting Academic Dropout of Undergraduate Students in Science and Technology Cluster at Suranaree University of Technology

Peerasak Wongapichat — Tue, 16 Jun 2026 00:00:00 +0700

This research aimed to examine the levels of factors affecting academic dropout, compare these factors based on demographic characteristics, and analyze the predictive variables influencing academic dropout among undergraduate students in the Science and Technology Cluster at Suranaree University of Technology. The sample consisted of 218 students on academic probation (GPAX below 1.80) in the 2019 academic year. The research instrument was a questionnaire on factors affecting academic dropout, which demonstrated a reliability coefficient of 0.88. Data were analyzed using descriptive statistics, t-test, One-way ANOVA, and Stepwise Multiple Regression Analysis. The results indicated that the overall factors affecting academic dropout were at a moderate level, with the "instructor factor" receiving the highest mean score. Comparative analysis revealed that students in different year levels were affected by "surrounding environment" and "instructor" factors with a statistical significance at the 0.05 level, whereas gender and specific institutes showed no significant differences. Regarding the predictive analysis, four variables significantly predicted academic dropout at the 0.05 level: assignment submission behavior (X₁) (p < .001), attitude toward prior academic performance (X₂) (p < .001), dormitory roommates (X₃) (p < .001), and instructor attendance (X₄) (p < .05). These predictors yielded a multiple correlation coefficient (R) of .332 and a coefficient of determination (R²) of .110 (Adjusted R² = .093), collectively explaining 11.0% of the variance in academic dropout. The effect size suggests a level that requires institutional attention. These findings highlight the necessity for educational institutions to prioritize monitoring individual student behavior alongside enhancing faculty advisor support systems to effectively and sustainably reduce student dropout rates.

Assessment of Thai Language Communication Competence Among Grade 12 Students: Results from the 2025 NIETS Actual Test and Strategies to Reduce Educational Inequity

Songdej Sonjai — Tue, 16 Jun 2026 00:00:00 +0700

This research aimed to (1) assess the Thai communication competency of 12th-grade students and (2) compare the differences in competency across gender, affiliation (type of organization), school size, school location, and region, in order to propose guidelines for reducing educational inequity. The quantitative sample consisted of 2,681 12th-grade students nationwide, obtained through Cluster Sampling stratified by all five variables. The qualitative sample consisted of 9 experts in educational measurement and evaluation, selected using purposive sampling. The primary instrument was an Actual Test developed by the National Institute of Educational Testing Service (NIETS), which measures competencies in Receiving Messages, Sending Messages, and Exchanging/Conversing, covering listening, speaking, reading, and writing skills. Data were analyzed using descriptive statistics and inferential statistics (t-test, ANOVA, LSD post-hoc, and Correlation). The findings revealed an overall mean score of 51.24 (S.D. = 12.58), indicating a performance level below the standard, or “Needs Improvement”. A statistically significant difference was found at the .01 level across all variables. Students in Bangkok and those from Extra-Large Schools showed the highest competencies, while students from Small Schools, Remote Regions, and Private Affiliations showed the lowest levels. The LSD analysis confirmed systemic inequity in both resource allocation and management. The guidelines proposed for reducing educational inequity were grouped into three main dimensions: (1) Resource Allocation and Infrastructure, (2) Teacher Competency Development and Curriculum Improvement, and (3) Creating Equity in Assessment and Opportunity. The results underscore the urgent need to reform the Thai curriculum to focus on genuine competency, reduce inequity using digital technology, and integrate practical activities, especially in small schools and remote areas, to elevate Thai communication competency to international standards and support the national human capital strategy.

Self-Regulated Learning Strategies and Perceived Effectiveness in Mobile-Assisted Japanese Language Learning

Kitikarn Ratanapitak, Atima Kaewsa-ard — Tue, 16 Jun 2026 00:00:00 +0700

This study investigates the self-regulated learning (SRL) strategies used by university students in mobile-assisted Japanese language learning and explores their perceptions of effectiveness and the challenges they face. Using a mixed-methods approach, data were collected from 42 questionnaire respondents and 10 interview participants at a Thai university. Findings reveal strong engagement with cognitive and motivational strategies, particularly in vocabulary acquisition, where spaced repetition and progress tracking were commonly used. However, participants reported difficulty transferring listening practice to real-world situations and noted challenges in applying metacognitive planning without structured guidance. The study highlights the importance of integrating metacognitive scaffolding into mobile applications and calls for the development of authentic listening content to support skill transfer. These findings offer implications for app design, language pedagogy, and future SRL research in mobile contexts.

Developing Communication to Enhance Futsal Skills Knowledge to Excellence for Futsal Player in Muang District, Udon Thani Province

Akkarapon Leekamnerdthai, Naret Bualuay — Tue, 16 Jun 2026 00:00:00 +0700

The objectives of this research aimed to: (1) to examine the current conditions and communication requirements for enhancing futsal skill knowledge for high performance among futsal athletes; (2) to develop communication to improve futsal skill knowledge for high performance; (3) to pilot the implementation of communication to improve futsal skill knowledge for high performance; and (4) to evaluate the effectiveness of the communication in enhancing futsal skill knowledge for high performance. The study followed a four-step research process. The sample consisted of four groups: (1) sports coaches, sports experts, and futsal athletes (n = 15); (2) experts evaluating the quality of the communication methods (n = 5); (3) futsal athletes participating in the pilot implementation (n = 40); and (4) stakeholders (n = 5). The research instruments included interview protocols, focus group discussion guides, futsal skill knowledge assessments, and attitude evaluation forms. Data were analyzed by using mean (x̄), standard deviation (SD.), and paired t-tests.

The results found that the communication methods demonstrated high effectiveness in enhancing futsal skill knowledge for high performance, yielding a mean efficiency score of 4.53 (SD = 0.038), which is classified as a very good quality range. Furthermore, the comparison of pre-test and post-test futsal skill knowledge scores indicated that the post-test scores were significantly higher than the pre-test scores at the .05 level of statistically significance. The assessments of attitudes also revealed that the majority of participants expressed overall satisfaction at the highest level.

The Development of Mechanisms for Driving a Highland Community toward Becoming a Low-Carbon Community: A Case Study of Ban Pha Tang, Por Subdistrict, Wiang Kaen District, Chiang Rai Province

Sittichai Thummakun, Peravit Chaimala, Suphattharajit Manosod, Pongsook Srichai — Tue, 16 Jun 2026 00:00:00 +0700

This study aimed to examine the development of mechanisms for driving a highland community toward becoming a low-carbon community, using Ban Pha Tang in Por Subdistrict, Wiang Kaen District, Chiang Rai Province as a case study. The research employed a qualitative methodology integrated with participatory action research, which is particularly suitable for the context of highland communities. Data were collected through in-depth interviews, participant observation, and focus group discussions with 20 key informants, including three community leaders, ten community core members, two representatives from the Royal Project Development Center, three homestay entrepreneurs, and two representatives from the Por Subdistrict Administrative Organization. The data were analyzed using content analysis. The findings reveal that the development of mechanisms for transitioning a highland community toward a low-carbon community consists of five key components: (1) fostering awareness of low-carbon concepts; (2) developing local leaders to drive low-carbon initiatives; (3) enhancing community learning processes to support low-carbon transformation; (4) developing common spaces as institutional mechanisms for collective action; and (5) strengthening collaborative networks to advance low-carbon community development. In-depth synthesis indicates that the creation of a low-carbon way of life in highland areas requires an integrated approach encompassing public awareness, leadership roles, collective learning processes, spatial governance mechanisms, and collaborative networks. The transition toward a low-carbon community enables highland communities to reduce risks associated with climate change, restore natural resources and ecosystems, enhance local economic security, and improve overall quality of life.

Causal Factors Affecting the Purchase Decision of Sukjai Farm's Dates: A Study to Strengthen the Local Community of Ratchaburi

Ntapat Worapongpat — Tue, 16 Jun 2026 00:00:00 +0700

This study aims to: (1) examine the causal factors influencing consumer purchase decisions for dates produced by a community-based agricultural project; (2) compare the effects of product, price, place, promotion, community value, and socio-personal influences on purchase decisions between consumers in Ratchaburi Province and its adjacent areas; and (3) conduct an Exploratory Factor Analysis (EFA) to explore the underlying structure of these influencing factors. The research employed a quantitative method using a structured self-administered questionnaire. Data were collected from 318 consumers who had the potential to purchase dates, both within Ratchaburi Province and nearby provinces. Descriptive statistics and EFA were applied to analyze the dataset. The findings reveal that factors such as product quality, taste, pricing appropriateness, distribution convenience, and perceived community value significantly shape consumer purchase decisions. The comparative analysis indicates differing levels of influence across the two consumer groups. Furthermore, EFA identifies key latent constructs that summarize the underlying dimensions of consumer perceptions toward date products from community-based agricultural initiatives.

The results of this study contribute valuable insights for improving marketing strategies, enhancing product positioning, and supporting sustainable local economic development within agricultural communities.

Military Court Proceedings: A Comparative Study with Proceedings before the Courts of Justice

Wittawin Chongchitcharoenporn — Tue, 16 Jun 2026 00:00:00 +0700

This academic article aims to examine the trial procedures of the Military Courts, their differences from the Courts of Justice, and the implications for the protection of citizens’ rights. Under the Constitution of the Kingdom of Thailand, the judiciary is divided into four types of courts: the Courts of Justice, the Administrative Courts, the Military Courts, and the Constitutional Court. In certain categories of cases, jurisdiction may lie with either the Courts of Justice or the Military Courts, depending on the status of the alleged offender-specifically, whether the individual is a member of the armed forces or otherwise falls within the scope prescribed by the Military Court Organization Act. The Military Courts possess distinctive characteristics that differentiate them from other judicial bodies, particularly because they are administratively affiliated with the Ministry of Defence, which forms part of the executive branch. This study adopts
a qualitative research methodology, relying on documentary research, including academic works, journal articles, books, statutes, and relevant from Thai regulations and foreign regulations.

The findings indicate that trial procedures under the Military Court Organization Act B.E. 2498 (1955) differ substantially from those of the Courts of Justice in several respects. These differences include the composition of the bench, which includes military officers; the existence of martial law courts and military courts operating during extraordinary circumstances that do not allow appeals or petitions for review; the prohibition of legal representation in martial law courts; the inability of injured parties to file civil claims connected to criminal cases within military proceedings; and the practice whereby witness examination need not be conducted in the presence of the accused. Moreover, the right of injured persons to participate as co-plaintiffs alongside military prosecutors is restricted, preventing them from independently presenting evidence or conducting litigation. Accordingly, there is a pressing need to establish effective mechanisms to ensure the application of the rule of law within military court proceedings. The author therefore proposes amendments to the Military Court Organization Act B.E. 2498 (1955) and the Ministry of Defence Regulations on Military Judges B.E. 2528 (1985) in order to align military judicial procedures more closely with fundamental human rights principles and to enhance the protection of procedural rights afforded to citizens.