Journal of Research and Curriculum Development

2025-12-24T11:09:14+07:00

About the JRCD

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2025-12-27T13:41:34+07:00

The Development of Learning Achievement in Political Course Through Inquiry Method of Grade 9 Students in China

2024-12-18T15:02:43+07:00

The study aimed to compare grade 9 Chinese students' learning achievement in political course before and after using the inquiry method and to investigate their satisfaction. The study employed a cluster random sampling of 30 grade 9 students from nine classes with mixed gender and learning abilities. The quantitative data were collected through lesson plans, learning achievement tests (pre-test and post-test), and student satisfaction questionnaires. The qualitative data were collected through semi-structured interviews. The data were analyzed using a paired sample t-test for the first research objective and the second one based on mean, standard deviation (SD), and thematic analysis. The research results showed that the learning achievement in political course improved significantly, with post-test scores (M =37.90, SD=2.58) being higher than pre-test scores (M =27.10, SD=3.51) at a statistical significance level of .05 (p < .05). Additionally, the data collected from the students’ satisfaction questionnaires showed that all items received the highest ratings from the participants, and all the data from the semi-structured interviews strongly supported the students' satisfaction, indicating that the students were satisfied with the inquiry method. Therefore, this study clearly demonstrated that the application of the inquiry method could improve students' learning achievement in the political course and their satisfaction.

Guidelines for Developing AI Competencies of Vocational Education Teachers for High-Performance Vocational Education Management According to the Thailand Vocational Qualifications Framework

2025-07-03T11:20:18+07:00

This research aimed to study the characteristics, components, and identify guidelines for developing AI competencies of vocational education teachers for high-performance vocational education management according to the Thailand Vocational Qualifications Framework. This research employed a mixed-methods approach. The research process consisted of four stages: 1) Studying the characteristics of AI competencies through document analysis and in-depth interviews with 12 administrators from vocational education institutions. 2) Analyzing the components of AI competencies by surveying a sample group of 504 administrators, teachers, and staff from vocational education institutions in the eastern region, obtained through multi-stage random sampling. 3) Verifying the components of AI competencies using data triangulation. 4) Presenting guidelines for developing AI competencies of vocational education teachers for high-performance vocational education management according to the TVQF through a focus group discussion with 9 vocational education administration experts selected purposively. The research instruments included structured interview forms, questionnaires, and focus group discussion guidelines. Qualitative data were analyzed using descriptive content analysis, and quantitative data were analyzed using exploratory factor analysis, including indicators. The research findings revealed that the guidelines for developing AI competencies of vocational education teachers for high-performance vocational education management according to the TVQF consisted of three main components: 1) Cognitive Domain, 2) Psychomotor Domain, and 3) Affective Domain. The sub-components included: (1) Computer and AI Literacy, (2) AI Access, (3) AI Use, (4) AI Media Production and Creation, (5) AI Communication, (6) AI Media Management, and (7) AI Evaluation. Five methods for developing AI competencies for high-performance vocational education management according to the TVQF were identified: (1) Self-directed Learning and Development, (2) Online Learning, (3) Case Studies, (4) AI-assisted Learning, and (5) Practical Training. The appropriate process for developing AI competencies for high-performance vocational education management according to the TVQF using the PIERI process included: (1) Planning (P), (2) Implementation (I), (3) Evaluation (E), (4) Reflection (R), and (5) Improvement (I). The research results could be used to establish policies or mechanisms for administrators to apply in developing AI competencies for teachers and staff in managing high-performance vocational education according to the TVQF to enhance efficiency and effectiveness.

A Study of Factor and Indicators of School Administrators’ Competency in the BANI World Era Under the Secondary Educational Service Area Office Bangkok 2

2025-07-03T11:23:37+07:00

This mixed-method research aimed to (1) analyze the factors and indicators of school administrators' competencies in the BANI World era, and (2) propose guidelines for applying those identified factors and indicators. The study was conducted under The Secondary Educational Service Area Office Bangkok 2. The research consisted of two phases. The 1^st phase was quantitative research involved school administrators and teachers from 52 affiliated schools, with a population of 5,785 teachers. The sample consisted of 361 school administrators and teachers, and the research instrument was a five-point Likert scale questionnaire. Data were analyzed using Confirmatory Factor Analysis (CFA). The 2^nd phase was qualitative research involved five purposively selected participants, including education administrators, school administrators, and educational supervisors. The research instruments included structured interviews and content analysis. The findings revealed that: (1) The factors of school administrators’ competencies in the BANI World consisted of ten key factors: 1) Sustainability, 2) Adaptability, 3) System Thinking, 4) Creativity and Innovation, 5) Emotional Intelligence, 6) Ability to Learn, 7) Decision-making under Uncertainty, 8) Cooperation and Communication, 9) Strategic Thinking, and 10) Adaptation to Digital Technologies, comprising a total of 43 indicators.(2) The model measuring school administrators’ competencies showed a good fit: χ² = 585.03, df = 634, p-value = 0.918, RMSEA = 0.000. (3) The study also proposed recommendations for implementing the competency factors and indicators of school administrators in the BANI era, emphasizing the core competencies that should be prioritized for development. This process includes self-analysis by school administrators or organizational analysis, followed by competency development activities through targeted training and seminars focused on specific competencies. Additionally, professional learning communities (PLC) are established to promote continuous learning, along with regular reflection, monitoring, and evaluation. Schools that effectively apply these competencies can foster a strong and resilient organizational culture.

Applying Horizon Scanning in Learning Design to Enhance Digital Competencies for Public Administration Students in Thailand

2025-09-27T11:39:10+07:00

This study aims to present the outcomes of applying Horizon Scanning techniques to identify and develop a digital competency framework essential for public administration students in Thailand. The objective is to prepare them to become government personnel capable of supporting the transition toward digital government. The analysis highlights the need to shift educational paradigms in public administration to align with the digital era. It emphasizes the development of digital competencies across four key components: skills, knowledge, attributes, and digital experience. The horizon scanning process revealed key trends, including the move toward agile, citizen-centric, data-driven governance; the influence of emerging technologies such as AI, Big Data, IoT, and Blockchain; and the growing demand for public sector personnel equipped with both technical and general digital skills. This article presents the proposed digital competency framework along with strategic recommendations for curriculum improvement, learning design, and collaborative initiatives aimed at equipping public administration students with the competencies required to advance Thailand's digital government agenda.

The Development of the Enrichment Curriculum to Enhance Awareness and Literacy about Call Center Scams through Problem-Based Learning Integrated with AI Chatbot Technology for Third-Age University Students in Phitsanulok Municipality

2025-09-27T12:15:59+07:00

The objectives of this research were: 1) To study the basic information for developing a curriculum to enhance Awareness and literacy about call center scams through problem-based learning (PBL) integrated with an AI chatbot for senior university students at the University of the Third Age, Phitsanulok Municipality; 2) To develop a curriculum that enhance awareness and literacy of call center scams. 3)To implement and educate the curriculum, with the following: 3.1) To assess elderly learners ' awareness of call center scams; 3.2) To explore the opinions of elderly learners toward the curriculum and 4) To revise and improve the curriculum for enhancing awareness of call center scams. The sample group consisted of 18 senior students enrolled in the “Computer and Social Media Use” course at the University of the Third Age, Phitsanulok Municipality. The sample was selected through simple random sampling by drawing lots, using the class group as the sampling unit. The research instruments included: 1.the curriculum, and an awareness assessment. Statistics used in data awareness assessment. as Statistics used Average and Standard Deviation. The research findings that 1) Call center scams significantly impact elderly people 2) The Enrichment curriculum comprised five components: (1) Principles, (2) Objectives, (3) Content, (4) Activity Learning, and (5) Evaluation. 3) After participating in the curriculum, senior students demonstrated a high level of awareness of call center scams and expressed positive opinions that the curriculum effectively enhanced their awareness. 4) The curriculum was revised in terms of content, media, and the scope of participants to be more inclusive.