Journal of Research and Curriculum Development

A Review of Multi-sensory Learning Tool Design for Thai Monophthong Learning in Primary Education

Aree Sangsukiam — 2026-06-30

Illiteracy is a significant skill crisis in Thailand, which restricts academic achievement and daily-life task performance of Thai primary school students. Thai vowels, particularly the fundamental group of monophthongs, are a critical challenge in Thai reading and writing. Despite this urgent need, interventions directly designed to support learning in this area are limited. Thus, this article reviews improvements in the design of a monophthong learning intervention, the A-aa-i-ii learning tool, using a multi-sensory approach. This review examines the literature on effective learning tool design related to monophthong learning. The review is conducted using sources in Thai and English, including the Scopus, Google Scholar, and the Thai-Journal Citation Index Centre (TCI) databases, books, and reports. The finding suggests that key design elements in supporting monophthong learning include (1) interactions, materials, and colors and (2) typography. To facilitate short and long vowels discrimination within Thai monophthongs, the interactions, materials, and colors used to represent vowels within the same sound group should be unified, enabling a simple group recognition. In typography, a legible typeface that corresponds to children’s writing practices is crucial in learning the monophthong characters and facilitating word reading. Moreover, balanced and evenly spaced letter placement, as well as correct vowel positioning in relation to consonants within words, are essential for supporting accurate Thai word writing and the ease of reading. Therefore, this study identifies two key areas to support Thai monophthong learning in the A-aa-i-ii learning tool design, including the design system of interactions, materials, and colors, along with appropriate typography. This article summarizes key approaches to enhancing learning materials that supports primary school students’ reading-writing abilities, thereby reinforcing the foundations of the education system in Thailand.

Learning Dynamics in Media Production: Towards the Integration of 21st Century Skills for Undergraduate Communication Arts Students

Pimnara Banjong — 2026-06-30

This academic article analyzes and synthesizes the three stages of the media production process (Pre-production, Production, and Post-production) as a learning framework for developing 21st Century Skills among undergraduate Communication Arts students. The specific objective of this article is to propose a comprehensive pedagogical model that systematically integrates the 4Cs (Critical Thinking, Creativity, Communication, Collaboration) and 1E (Ethical Conduct) within a realistic learning ecosystem. By applying experiential learning and project-based learning theories, the study demonstrates how media production workflows move learners from being passive receivers to active knowledge constructors. The article covers key topics including the mapping of Kolb’s Learning Cycle to production stages, the dynamic interaction of the 4Cs+1E framework, multi-dimensional evaluation strategies, and practical applications for both curriculum design and industry training. The findings indicate that this integrated framework effectively bridges the gap between theoretical classroom knowledge and the rigorous professional demands of the contemporary digital media industry.

Developing General Education Subjects for Learners in the 21st Century for Saint Louis College

Chutima Saengdararat — 2026-06-30

The objectives of this research were to study the essential characteristics and skills learners need for success in the 21st century. Using a mixed-methods design, the study combined quantitative data from 660 student surveys with qualitative insights from focus group discussions, each consisting of 12 students. Data were analyzed using basic descriptive statistics (mean and standard deviation), the Modified Priority Needs Index (PNImodified), and content analysis. The findings revealed three key priority areas for learner development: academic communication in a foreign language (PNImodified = 0.47) as the most critical skill; financial literacy (PNImodified = 0.24) as the most needed knowledge area; and leadership (PNImodified = 0.26) as the most essential personal characteristic. Course evaluations further indicated that students valued clearly defined learning objectives and appreciated opportunities to learn about embracing diversity. Participants also recommended enhancing the curriculum with content related to creativity, leadership, language proficiency, media literacy, critical thinking, and life skills. The results underscore the importance of integrating in-class and out-of-class learning experiences to support holistic learner development.

Work Overload and Workplace Bullying as Predictors of Occupational Stress among Secondary School Teachers Under the Secondary Educational Service Area Office Bangkok Areas 1 and 2

Nontirat Pattanapakdee — 2026-06-30

The objectives of this research were (1) to examine the relationship between work overload and occupational stress among teachers; (2) to examine the relationship between workplace bullying and occupational stress among teachers; and (3) to predict occupational stress among teachers using the elements of work overload and workplace bullying as predictors. The sample consisted of 402 secondary school teachers under the Secondary Educational Service Area Office in Bangkok, specifically in Area 1 and Area 2. A proportional stratified random sampling technique was employed to select the sample. The research instrument was a questionnaire, and the statistical analyses included frequency, percentage, Pearson’s correlation coefficient, and stepwise multiple regression analysis. The results revealed that (1) work overload had a positive relationship with occupational stress among teachers at the .01 level of statistical significance, with a moderate correlation (r = .524); (2) workplace bullying had a positive relationship with occupational stress among teachers at the .01 level of statistical significance, with a moderate correlation (r = .555); and (3) workplace bullying (destabilization element), work overload (quantitative element), and workplace bullying (unreal expectations element) collectively predicted 40.32% of occupational stress among teachers.

Corrigendum

Rujiret Upiriyasakul — 2026-06-30