Journal for Developing the Social and Community

Mandala Storytelling: An Arts-Based Narrative Approach for Cultivating Inner Resilience in Education

Pariya Subpavong — 2026-05-27

Background and Objective: In the current educational system, students face accumulated stress that severely impacts their psychological well-being and learning capacity. This academic article aims to present a theoretical framework and an innovative process model designed to cultivate inner strength and resilience. It serves as a practical guide for instructors and educators to implement short-term safe spaces-termed "Micro-Restoration"-for students navigating emotional crises. This approach, called "Mandala Storytelling" is an experiential learning innovation that integrates art therapy with narrative psychology.

Methodology: This study is based on a review of academic literature related to art therapy and storytelling. The collected data were analyzed and synthesized according to the study’s objectives and presented through a descriptive analysis of the innovative model and its processes.

Results: The approach to enhancing resilience through "Mandala Storytelling" involves creating a circular space as a safe boundary for organizing thoughts and emotions. The process consists of four key steps: (1) Defining the Boundary: using the mandala shape to contain fragmented emotions; (2) Colouring and Symbolism: allowing students to express internal experiences through lines, colors, and symbols to reduce emotional defence mechanisms; (3) Extracting Lessons: exploring one’s identity through stories within the mandala to redefine life’s obstacles; and (4) Reflection: connecting the creative experience to self-acceptance. This systematic art-based process fosters three essential qualities: self-awareness, appreciation of the past, and vision for the future, which serve as the foundation for sustainable psychological immunity.

Conclusion: Practising "Mandala Storytelling" enables students to strengthen their emotional resilience and overcome stress. The integration of art-based practice and storytelling enhances students' adaptability and emotional maturity. This approach serves as a significant alternative for educators and psychologists in creating classrooms that truly foster internal growth.

QR Code or Virtual Reality (VR) Tools for Enhancing Teachers' Learning

Punlop Khongnurat — 2026-06-17

Background and Objective: The world is currently facing rapid and uncertain changes in economic, social, and technological dimensions as societies transition into the era of artificial intelligence (AI). A review of Thailand's current national curriculum, namely the Basic Education Core Curriculum B.E. 2551 (2008), revised in B.E. 2560 (2017), indicates that it was developed based on the concept of Standard-based Education, in which learning standards and indicators serve as the primary goals of instructional management. Consequently, instructional media often include activities and traditional paper-based worksheets. However, these conventional learning materials may no longer effectively motivate learners or capture their attention. Therefore, this academic article aims to present and analyze the potential of QR Code (Quick Response Code) technology and Virtual Reality (VR) as innovative tools for enhancing contemporary learning and teaching practices.

Methodology: This study employed analytical and synthetic approaches to examine issues related to human learning, particularly instructional media in the digital era characterized by artificial intelligence. It explored the transformation of traditional teaching materials into tools that facilitate Active Learning. Technologies such as QR Codes and Virtual Reality (VR) can be embedded in instructional documents, worksheets, and teaching content through innovative formats and processes to enrich learning experiences and promote learner engagement.

Results: The findings revealed that QR Code technology offers several advantages, including low implementation costs and flexibility in providing immediate access to a wide variety of online information resources. Meanwhile, Virtual Reality (VR) demonstrates considerable potential for creating immersive learning experiences, enabling learners to visualize and interact with phenomena that cannot be observed directly with the naked eye, such as molecular structures and magnetic fields. Moreover, VR can overcome budgetary constraints through Virtual Field Trips conducted on contemporary platforms such as Google Arts & Culture and the Metaverse. These technologies not only support the achievement of learning indicators prescribed by the Basic Education Core Curriculum but also foster higher-order thinking skills and serve as important tools for integrating learner competencies required in the age of artificial intelligence, particularly those associated with digital learning behaviors. Furthermore, within the context of classroom management aimed at reducing the Digital Divide, Thai teachers are encouraged to integrate digital innovations into their teaching practices and enhance their professional competencies through the effective application of these technologies.

Conclusion: The integration of QR Codes and Virtual Reality (VR) contributes to transforming teachers' roles from creators of instructional materials into lifelong learners committed to continuous professional self-development. Teachers can utilize QR Codes as gateways to diverse online knowledge repositories and employ Virtual Reality (VR) to simulate authentic classroom situations through Classroom Simulations, thereby enabling them to practice instructional management skills and develop the ability to solve immediate classroom problems independently. Therefore, QR Codes and Virtual Reality (VR) should not be viewed merely as instructional media for learners; rather, they represent effective alternatives and powerful tools for strengthening learners' educational experiences while simultaneously empowering teachers' professional development in the future.

The AI-STORY Framework: A Conceptual Evaluative Model for Integrating Generative AI into Rural Teacher Professional Development

Kawiwat Wichitchokthananon — 2026-06-29

Background and Objectives: This article synthesizes knowledge on integrating Generative Artificial Intelligence (GenAI) into rural teacher professional development. It identifies research gaps and proposes the AI-STORY framework as a conceptual evaluative model for examining whether GenAI integration aligns with educational contexts, curricula, ethical standards, classroom practice, and evidence of learning.

Methods: A targeted literature review and conceptual synthesis were conducted across five domains: GenAI in education, teacher professional development, rural education, AI literacy, and AI ethics. Evidence was stratified into three layers and mapped against seven AI-STORY dimensions: Analyze, Identify, Scaffold, Transform, Optimize, Run, and Yield.

Results: Current research is relatively strong in conceptual design, learning-objective identification, teacher readiness, and contextual analysis of rural settings. However, significant gaps remain in classroom implementation of AI-generated resources and empirical evidence of learner-level outcomes. Much of the existing literature still emphasizes teacher attitudes, readiness, and tool use rather than demonstrated pedagogical impact.

Conclusion: The AI-STORY framework is proposed as a conceptual evaluative model for examining the quality of GenAI integration in rural teacher professional development. Rather than functioning as a procedural checklist, it helps educators and policymakers consider contextual fit, teacher support, ethical review, classroom enactment, and evidence of learning before making claims about the educational value of GenAI.

Learning from Business Failure in an Automobile Dealership: A Reflective Inquiry through Experiential Learning and Human Capital Development

Tharinee Khongdee — 2026-07-18

Background and Aims: In the contemporary business world, business failure is frequently overlooked compared to success stories, despite being a profound source of experiential knowledge. However, there is a significant research gap in the Thai context regarding in-depth analyses of the learning processes following business failure from an entrepreneur's perspective. This article aims to synthesize deep insights from the real-life experiences of an entrepreneur who operated an automobile dealership and encountered business failure during 2012–2022. The analysis is systematically framed under the concepts of Experiential Learning, Lifelong Learning, and Human Capital Development.

Methodology: This study adopts a qualitative approach, specifically employing Autoethnography and the framework of a Reflective Practitioner. Data were synthesized through Thematic Analysis, drawing from personal journals, financial records, and reflective logs to systematically extract and categorize key lessons learned.

Results: The business crisis and failure were not driven by a single isolated factor, but by the interplay between external factors (e.g., economic slowdown and intense market competition) and internal organizational limitations. Crucially, the crisis served as a "life classroom," yielding five key dimensions of lessons: 1) financial and liquidity management, 2) risk management, 3) crisis leadership, 4) personal development and psychological capital, and 5) the application of lifelong learning. These lessons contribute significantly to developing practical knowledge and building business resilience.

Conclusion: Experiences of business failure should be recognized as valuable learning resources rather than stigmatized as a "failure label." Educational institutions and relevant agencies should embrace lessons from failure alongside success stories to enrich entrepreneurship education. However, the findings are limited by the nature of a Single-case Study, and readers should exercise caution when generalizing these findings to different contexts.

The developing teachers’ competency in demonstration-based learning management to enhance self-help dressing skills for students with intellectual disabilities at Kalasin Panyanukul School, Kalasin Province

Mallika Panchana — 2026-05-09

Background and Objectives: Developing teacher competency in demonstration-based learning is crucial for enhancing the self-help skills in dressing among students with intellectual disabilities, particularly within the context of special education schools. This research aimed to 1) develop the knowledge and understanding of teachers at Kalasin Panyanukul School regarding demonstration-based learning to promote self-help dressing skills for students with intellectual disabilities; 2) develop teachers' skills in implementing such learning management; and 3) study teacher satisfaction toward this competency development.

Methodology: This study utilized action research based on the concepts of Stephen Kemmis and Robin McTaggart. The co-researchers consisted of 12 dormitory teachers at Kalasin Panyanukul School, selected through purposive sampling. The research process followed planning, action, observation, and reflection stages across 2 cycles, employing workshop and supervision strategies. Research instruments included: 1) a knowledge and understanding test, 2) a learning plan suitability evaluation form, 3) a teacher's learning management skills evaluation form, and 4) qualitative data collection tools. Quantitative data were analyzed using percentage, means, and standard deviations, while qualitative data were analyzed using content analysis.

Results: 1) Teachers’ knowledge and understanding of demonstration-based learning to promote self-dressing skills improved significantly, with the average post-workshop score (89.58%) being higher than the pre-workshop score (44.17%). 2) Regarding instructional skills monitored through supervision in the first cycle, teachers achieved a high overall level (= 4.31, S.D. = 0.54), with 9 participants passing the criteria and 3 requiring further development. Following the second cycle, all 3 remaining participants demonstrated improved skills, reaching the "Highest" level and passing the assessment. And 3) Overall teacher satisfaction with the competency development process was at the highest level (= 4.82, S.D. = 0.10).

Conclusion: The teacher competency development process through demonstration-based learning, implemented via two action research cycles, proved to be highly appropriate and effective. By emphasizing consistent supervision, consultation, and close coaching, the process successfully enhanced teachers' knowledge and skills to the highest level, with all participants meeting the established criteria.

The Work Motivation and Commitment to The Organization of Support Personnel in Private University ABC

Orrarat Phopukdeegool — 2026-05-13

Background and Aims: This research aims to: 1) study the work motivation of support staff at ABC Private University, 2) examine the level of organizational commitment among the support staff at ABC Private University, and 3) explore the influence of work motivation on organizational commitment among the support staff at ABC Private University.

Methodology: The sample for this research was selected using random sampling from the population to represent all support staff. The researcher employed Taro Yamane's formula (Yamane, 1973) to calculate the sample size, with a margin of error of 5% and a confidence level of 95%, resulting in a total sample size of 209 individuals. This study employs a quantitative research method, analyzing data collected from questionnaires. The data were analyzed for mean values and standard deviations, and hypotheses were tested using multiple regression analysis.

Results: The research findings are as follows: 1) The work motivation of support staff at ABC Private University, considering all six aspects, is generally high with an average score of 3.53. The order from highest to lowest is as follows: recognition (average score of 4.00), organizational processes (average score of 3.78), job security (average score of 3.74), career advancement (average score of 3.43), welfare benefits (average score of 3.37), and salary (average score of 2.88). 2) The organizational commitment of support staff at ABC Private University, considering all three aspects, is generally high with an average score of 4.00. The order from highest to lowest is as follows: social norms (average score of 4.36), emotional attachment (average score of 4.16), and continuous commitment (average score of 3.48). 3) The work motivations that significantly affect the organizational commitment of support staff at ABC Private University include salary, job security, and recognition, with statistical significance at the 0.05 level.

Conclusion: The study found that support staff at ABC Private University have high levels of work motivation and organizational commitment. In particular, recognition, job security, and organizational processes are key factors that significantly enhance work motivation. At the same time, organizational commitment in terms of social norms and emotional attachment is also at a high level, reflecting employees’ acceptance of organizational values and their sense of belonging. Furthermore, the analysis indicates that work motivation has a significant influence on organizational commitment, especially in terms of salary, job security, and recognition. Therefore, the organization should prioritize the development of policies and human resource management practices that promote these factors in order to enhance employee commitment, which will ultimately lead to improved work performance and long-term organizational sustainability.

Push and Pull Determinants of Consumer Switching Intention in E-commerce Platforms within Digital Platform Competition Context in Thailand

Pattarachat Kasemsiribunyawat — 2026-05-13

Background and Aims: In the hyper-competitive digital economy, consumers increasingly exhibit multi-homing behaviors characterized by low switching costs. This research examines the push and pull factors influencing the switching intentions of Thai e-commerce consumers. By synthesizing the Push-Pull Theory with contemporary digital contexts, this study addresses a critical research gap regarding how algorithmic-driven dynamics and social networks serve as switching drivers in the modern marketplace.

Methodology: This quantitative study utilized an online questionnaire to collect data from 419 Thai consumers experienced in e-commerce platforms. The research instrument was validated for content validity and reliability. Data were analyzed using descriptive statistics, Pearson Correlation, and Multiple Regression Analysis.

Results: The findings indicate that both push and pull factors are positively and significantly correlated with switching intention, with pull factors exhibiting a markedly stronger relationship than push factors. Specifically, within the push dimension, System quality was identified as the sole primary driver of switching behavior. Conversely, Alternative attractiveness and Social Word-of-Mouth emerged as potent pull determinants. The integrated model explained a moderate proportion of the variance in switching intention (R² = 0.490), with Alternative attractiveness identified as the most significant predictor (Beta = 0.475). These results suggest that positive attractions from competing platforms outweigh the push-related deficiencies of incumbent platform.

Conclusion: The study underscores the critical importance of strategic pull factors within the social commerce landscape, particularly the use of social influence and alternative variety as primary instruments for market share acquisition. From a managerial perspective, the findings suggest that operators must prioritize experiential differentiation and technical system enhancement to mitigate push triggers. Furthermore, establishing network-driven mechanisms is essential to effectively attract and foster long-term user loyalty.

The Comparison of Critical Thinking Ability and Information Retrieval Skills using Historical Methods Problem-based Learning and Conventional Methods History Learning Materials for Matthayomsuksa 2 students

Phuchit Phukabsai — 2026-05-19

Background and Aims: This study aimed to design and evaluate history learning activities for Matthayomsuksa 2 students through the use of the historical method and problem‑based learning, grounded in a student‑centered and active learning framework. The effectiveness of the instructional activities was examined according to the 80/80 efficiency criterion. In addition, the study sought to compare students’ critical thinking ability and information retrieval skills after receiving three instructional approaches: the historical method, problem‑based learning, and conventional instruction. Furthermore, students’ satisfaction with learning activities implemented through the historical method and problem‑based learning was investigated to reflect instructional quality and learners’ engagement within constructivist learning environments.

Methodology: The independent variable in this study was the instructional approach, consisting of three types of learning activities: the historical method, problem‑based learning, and conventional instruction. The dependent variables included students’ critical thinking ability, information retrieval skills, and satisfaction with student‑centered learning activities. The sample consisted of 126 Grade 8 students from three classrooms at Kalasinpittayasan School. The research instruments included ten lesson plans based on the historical method and problem‑based learning, a critical thinking ability test, an information retrieval skills assessment, and a student satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and F‑test.

Results: The results indicated that learning activities based on the historical method and problem‑based learning exceeded the established efficiency criterion. The instructional efficiency of the historical method was 85.29/85.94, while that of problem‑based learning was 82.91/81.09. In terms of critical thinking ability, students who learned through the historical method and problem‑based learning did not differ significantly from each other; however, both groups demonstrated significantly higher scores than those receiving conventional instruction at the .01 level (F = 56.165, p < .01). Regarding information retrieval skills, students taught through problem‑based learning achieved the highest performance, followed by those in the historical method group and the conventional instruction group, with statistically significant differences at the .01 level (F = 28.866, p < .01). Furthermore, students who participated in learning activities based on the historical method and problem‑based learning reported an overall high level of satisfaction with the learning activities.

Conclusion: Active learning through both the historical method and problem‑based learning enhances students’ knowledge construction processes in accordance with constructivist learning theory. By engaging with problems and evidence to evaluate information and generate conclusions independently, students develop higher levels of critical thinking, rational use of information, and positive attitudes toward learning, which represent key goals of curriculum and instructional development in the 21st century.

Developing a Sustainable Water Management Framework for the Chi River Basin

Sutthinee Noileiou — 2026-05-22

Background and Aims: The Chi River Basin is a critical water resource system in northeastern Thailand, supporting agriculture, ecosystems, and local livelihoods. However, it faces persistent challenges such as floods, droughts, fragmented governance, and limited stakeholder participation. These issues highlight the need for a more integrated and sustainable water management framework. This study aims to (1) examine the current context of water resource management in the Chi River Basin, (2) identify key problems and obstacles, (3) develop a sustainable water management model, and (4) propose policy recommendations applicable to similar river basins.

Methodology: A qualitative research approach was employed across 15 provinces in the Chi River Basin. Data were collected from 25 key informants, including policy-level representatives, operational staff, water users, and civil society, through in-depth interviews, observations, and focus group discussions. Data were analyzed using content analysis based on McKinsey’s 7S Framework, Ostrom’s commons theory, and participatory concepts.

Results: The findings reveal that water management in the Chi River Basin remains centralized, fragmented, and reactive, with overlapping institutional roles, limited integration across agencies, insufficient resource allocation, and inconsistent stakeholder participation. The study proposes a practical and sustainable management model consisting of four key components: (1) Flexible and integrated strategies, including adaptive planning mechanisms, two-way communication systems with communities, and climate-responsive decision-making processes; (2) Balanced and modern organizational structures, emphasizing decentralized governance through basin-level committees with increased representation of local stakeholders and clearly defined roles and coordination mechanisms; (3) Comprehensive management systems, involving the development of integrated water data platforms using Big Data, GIS, and AI for real-time monitoring, forecasting, and decision support; and (4) Human resource development with shared values, focusing on capacity building for both officials and communities, participatory training programs, and the promotion of collaborative water governance culture. These components are operationalized through mechanisms such as multi-stakeholder decision-making platforms, real-time data integration systems, community-based water management initiatives, and transparent monitoring and evaluation processes.

Conclusion: Sustainable water management in the Chi River Basin requires a paradigm shift from centralized governance to decentralized and participatory approaches. Strengthening local capacity, enhancing data-driven decision-making, and institutionalizing collaborative governance mechanisms are essential for long-term sustainability. The proposed model provides a practical framework that can be adapted to other river basins with similar socio-environmental contexts.

Legal Issues Concerning the Authority of the Department of Corrections in Parole Consideration

Tanawut Wongananda — 2026-05-22

Background and Aims: Since the 2017 Corrections Act, Section 52(7), stipulates that the power to consider parole rests primarily with the executive branch's subcommittee, without any judicial role in reviewing or balancing the decision, despite the original sentencing being a result of court judgments, concerns have arisen regarding the principle of separation of powers, transparency in discretionary power, and public confidence in the justice system. This research aims to 1) study the legal problems concerning the executive branch's power to consider parole; 2) compare the laws and mechanisms for parole in Thailand, Germany, and France; and 3) propose ways to improve Thailand's parole law to create appropriate checks and balances mechanisms.

Research Methodology: This research employs documentary research, studying the 2017 Corrections Act, relevant Thai and foreign laws, as well as books, academic articles, research papers, theses, court judgments, and electronic documents in both Thai and foreign languages. Content analysis was used to compare and synthesize the data.

Results: Thailand's parole system lacks clarity regarding the composition and qualifications of the subcommittee considering parole. This results in the executive branch having broad discretionary power and may open the door to interference or unfair use of discretion. At the same time, Germany and France give the judiciary a significant role in considering parole, with the courts considering information from the correctional and probation agencies. This mechanism enhances transparency and builds confidence in the justice process.

Conclusion: Thailand should amend the 2017 Corrections Act, Section 52(7), by requiring the judiciary or judges to participate as a component of the parole review committee to create checks and balances between the executive and judicial branches, which will help increase fairness, transparency, and public confidence in the Thai justice system and correctional system.

Development of project-based learning activities in social studies for grade 4 primary school students

Worrawit Butaka — 2026-05-24

Background and Aims: Problem-based learning (PBL) is an approach to teaching that focuses on meaningful learning through confronting problems that are relevant to real-life situations. Using graphic organizers as a learning tool, which incorporates interconnected concepts and information in various formats, helps visualize the structure of knowledge or content. This is a crucial skill that learners can apply to understanding large amounts of content, making it easier and faster to comprehend. This research aims to: 1) develop problem-based learning activities combined with graphic organizer techniques that promote analytical thinking skills, meeting the 75/75 effectiveness criterion; 2) compare analytical thinking skills before and after instruction; 3) compare academic achievement before and after instruction; and 4) study student satisfaction with the problem-based learning activities combined with graphic organizer techniques.

Methodology: This research is an experimental study. The sample group consisted of
15 students from one classroom in the 5th grade of secondary school at Koeng Wittayanukul School, Semester 1, Academic Year 2025. The research instruments used were: 1) Ten problem-based learning activity plans combined with graphic organizer techniques; 2) A situational, non-content-referenced multiple-choice test with four options to measure analytical thinking ability; 3) A 30-item multiple-choice achievement test with four options; 4) A 10-item satisfaction questionnaire using a 5-level Likert scale.

Results: The findings indicated that: 1) Problem-based learning combined with graphic organizer techniques, which promoted analytical thinking ability in International Economics for 5th grade secondary school students, was effective (E1/E2) with scores of 78.80/78.44, exceeding the set criterion of 75/75. 2) The analytical thinking ability of students who participated in problem-based learning activities combined with graphic organizer techniques was significantly higher after the intervention than before, at a statistical significance level of .01. 3) The academic achievement of students who participated in problem-based learning activities combined with graphic organizer techniques was significantly higher after the intervention than before, at a statistical significance level of .01. 4) 5th grade secondary school students showed a high level of satisfaction with the problem-based learning activities combined with graphic organizer techniques, with an overall average score of 4.43, indicating a high level of satisfaction.

Conclusion: This study aims to develop problem-based learning activities combined with graphic organizer techniques to effectively promote analytical thinking skills in International Economics for Grade 11 students, and to appropriately apply these activities to higher grade levels.

The development of analytical thinking skills and learning achievement of Prathomsuksa 4 students using the problem-based learning (PBL) collaborates with the topic “Our-Province”: Action Research

Pailin Srisang — 2026-05-25

Background and Aims: In the 21st century, educational management must prioritize student-centered learning and empower learners to construct knowledge independently. This aligns with the mandates of the National Education Act B.E. 2542 (1999) and the Basic Education Core Curriculum B.E. 2551 (2008), both of which emphasize core competencies in analytical thinking and problem-solving. However, within the instructional context of the Social Studies course for Prathomsuksa 4 students at Ban Dong Lan (Khururat Prachasarn) School, it was found that most students still lack analytical thinking skills, primarily due to their familiarity with lecture-based learning and rote memorization. Problem-Based Learning (PBL), therefore, serves as a pivotal approach in transitioning the learner's role from a passive recipient of information to an active knowledge seeker. By utilizing authentic, real-world situations as catalysts, PBL stimulates systematic analytical thinking. This research aimed to: 1) develop the analytical thinking abilities of Prathomsuksa 4 students on the topic 'Our Province' through PBL; and 2) evaluate the students' academic achievement following the implementation of PBL.

Methodology: This study employed an action research design. The target group consisted of three Prathomsuksa 4 students enrolled in the first semester of the 2025 academic year at Ban Dong Lan (Khururat Prachasarn) School, Roi Et Province, selected through purposive sampling. The research instruments included: 1) Lesson plans based on the Problem-Based Learning (PBL) approach for the 'Our Province' unit 2) an analytical thinking skills test 3) an academic achievement test 4) a student behavior observation checklist 5) a student behavior recording sheet and 6) a semi-structured student interview. Data analysis will be conducted using mean, standard deviation, percentage, and content analysis.

Results: 1) The students demonstrated a stepwise improvement in analytical thinking through the PBL cycles. In the first cycle, one student scored above the 70% criterion, with two students showing 'adequate' quality and one student showing 'good' quality. By the second cycle, two students exceeded the 70% criterion, with one student at 'adequate' and two at 'good' quality. In the third and final cycle, all three students (100%) achieved scores above the 70% threshold and demonstrated 'good' quality in analytical thinking skills. 2) The students' academic achievement on the topic 'Our Province' was significantly higher than the 70% proficiency criterion.

Conclusion: According to the results, implementing Problem-Based Learning (PBL) led to a stepwise improvement in students' analytical abilities across the action cycles. The core process, which emphasizes engagement with real-world problems, encourages students to conduct inquiries, practice systematic reasoning, and construct their own understanding. This approach resulted in a 100%attainment rate relative to the proficiency standards. Thus, PBL proves to be a robust framework for elevating thinking skills and student competencies in Social Studies, meeting the demands of 21st-century education

Factors Affecting Student Dropout and the Development of the Students Support System for Undergraduate Students in the Faculty of Law, Rajabhat Mahasarakham University

Chartchawan Leerodanawutikun — 2026-05-25

Background and Aims: Student dropout represents a structural challenge in regional higher education institutions, where students frequently encounter complex socioeconomic constraints that impede degree completion. At the Faculty of Law, Rajabhat Mahasarakham University, dropout rates have reached a level of concern, with 346 students (36.65%) having left the program, underscoring an urgent need for systematic investigation and evidence-based intervention. This study aimed to (1) examine the factors influencing undergraduate student dropout, (2) explore appropriate student support approaches, and (3) develop an integrated student support system to reduce dropout rates.

Methodology: A mixed-methods research design using a sequential explanatory approach was employed. Quantitative data were collected from 168 undergraduate students using a five-point Likert-scale questionnaire and analyzed using descriptive statistics and multiple regression analysis. Qualitative data were obtained through in-depth interviews with 40 key informants and focus group discussions with 6 stakeholders, and analyzed using content analysis. The developed system was subsequently evaluated by 3 subject-matter experts through focus group discussion.

Results: Three factors significantly predicted student dropout: economic factors ( = .382, < .001), learner-related factors ( = .298, < .001), and institutional factors ( = .189, = .008). The regression model explained 45.5% of the variance in dropout behavior (Adjusted = .455, = 35.42, < .001). Qualitative findings revealed that the current support system operates reactively, with insufficient proactive monitoring and discontinuous academic advising, particularly during the second and third academic years, which were identified as the critical period for dropout. Based on the integration of findings, an integrated student support system was developed, comprising four components: risk screening, proactive counseling, individualized learning support, and continuous monitoring. Expert evaluation indicated strong feasibility and appropriateness for institutional implementation.

Conclusion: Student dropout is a multidimensional phenomenon arising from the interaction of economic, individual, and institutional factors. The economic factor exerted the greatest influence, followed by learner-related and institutional factors, with both operating in a reinforcing rather than independent manner. Addressing dropout effectively requires a proactive, data-driven, and integrated support system grounded in institutional context. The findings offer practical and policy-relevant implications for higher education institutions with similar socioeconomic profiles seeking to strengthen student retention and support mechanisms.

Khankrayong: Development and Enhancement the handicrafts of Isan Buddhist art to become an innovative community based on the cultural identity of Maha Sarakham Province

sippiya chayanusasanee Jundon — 2026-05-30

Background and Objectives: This study, entitled “Khankrayong: Development and Enhancement the handicrafts of Isan Buddhist art to become an innovative community based on the cultural identity of Maha Sarakham Province,” stems from the recognition of the cultural significance of Khankrayong—a traditional bamboo-woven craft that reflects the local wisdom, way of life, and Buddhist beliefs of the Isan people. Despite its cultural importance, the craft faces challenges related to the transmission of skills, adaptation to contemporary contexts, and limited integration with modern markets. The research aims to explore the cultural identity and inherent values of Khankrayong in order to develop culturally grounded product designs that retain local distinctiveness. It further seeks to formulate marketing strategies to elevate Khankrayong as a creative-economy product of Maha Sarakham Province and to strengthen community capacity for sustainable development. The study has three primary objectives: (1) to examine the concepts, values, and cultural identity of Khankrayong; (2) to develop and design craft products based on cultural identity; and (3) to develop marketing strategies that enhance its potential within the community’s creative-economy framework.

Methodology: This study employed a qualitative research methodology and was conducted in three phases:(1) examining the concepts, values, and cultural identity of Khankrayong; (2) developing and designing craft products based on the cultural identity of Maha Sarakham Province; and (3) formulating marketing and promotional strategies to elevate the craft toward a creative-economy product. The research adopted development-based and participatory action techniques, collecting data from community leaders, elderly community members, and bamboo-craft artisans in Wang Saeng Subdistrict, Kae Dam District, Maha Sarakham Province. The research instruments included in-depth interviews, focus-group discussion guides, participant and non-participant observation forms, and practical product-design activities. All data were analyzed using content analysis, with credibility ensured through triangulation.

Results: The findings reveal that Khankrayong is a highly significant cultural craft that reflects the Buddhist–folk worldview of the Isan region through meanings associated with merit-making, gratitude, and communal bonds. Although local weaving artisans continue to preserve traditional skills, they face challenges related to outdated product forms that do not align with contemporary market demands, as well as limited distribution channels.The product-development process indicates that community members are capable of extending their indigenous knowledge when supported with design-related training. The prototypes developed include Khankrayong for ritual offerings, Khankrayong as souvenirs, and contemporary decorative Khankrayong. These prototypes integrate traditional bamboo-weaving identity with modern aesthetics, resulting in enhanced appeal and value. In terms of marketing development, the study finds that storytelling, online media utilization, brand creation, and packaging development significantly contribute to improving consumer acceptance of the products.

Conclusion: This study demonstrates that Khankrayong holds strong potential to be elevated into a community-based creative product through a deep understanding of its cultural identity, systematic product design development, and marketing strategies aligned with contemporary consumer preferences. These processes collectively contribute to strengthening the local creative economy and fostering sustainable community development

Guidelines for Developing Technology Leadership among School Administrators under the Saraburi Primary Educational Service Area Office 2

Sudarat Sakdee — 2026-05-30

Background and Aims: In the digital era, where technology plays a significant role in educational management, school administrators are required to develop technological leadership in order to drive both learning and administration effectively. Development strategies should therefore focus on promoting digital skills, cultivating a technology-oriented vision, and utilizing technology for data-informed decision-making. Accordingly, the objectives of this research are: 1) study the current conditions, desirable conditions, and needs assessment of technological leadership among school administrators under Saraburi Primary Educational Service Area Office 2; and 2) propose guidelines for developing technological leadership of school administrators under Saraburi Primary Educational Service Area Office 2.

Methodology: This research employed a mixed-methods approach, with the research procedures divided into two phases according to the research objectives. Phase 1 involved quantitative research. The sample consisted of 297 teachers under the jurisdiction of the Saraburi Primary Educational Service Area Office 2, selected through stratified random sampling. The instrument used for data collection was a five-point rating scale questionnaire in a dual-response format. The statistics used for data analysis included mean, standard deviation, and the calculation of the Priority Needs Index (PNI).

Phase 2 involved qualitative research. The key informants consisted of five experts in the development of technological leadership among school administrators. The research instrument was a semi-structured interview, and the data were analyzed using content analysis.

Results: 1) The current conditions of technological leadership among school administrators under Saraburi Primary Educational Service Area Office 2 were at a high level overall, with technology-enhanced learning management being the highest. The desirable conditions were at the highest level overall, with personnel development being the highest aspect. The highest priority need was in supporting management and operations through technology (PNI_modified = .33). 2) The guidelines for developing technological leadership of school administrators under Saraburi Primary Educational Service Area Office 2 are as follows: 7 guidelines for supporting management and operations through technology, 6 guidelines for creating a technology-enhanced learning culture, 6 guidelines for personnel development, 5 guidelines for ethical use of technology, 7 guidelines for visionary leadership, and 7 guidelines for technology-enhanced learning management.

Conclusion: School administrators under the Saraburi Primary Educational Service Area Office 2 possess a satisfactory level of technological leadership, demonstrating the ability to appropriately apply technology in both learning management and administrative tasks. However, there remains an urgent need for development in areas of support, administration, and operations using technology, in order to effectively respond to changes in the digital era. The development framework proposed in this study serves as an essential tool for enhancing administrators’ competencies to align with the evolving context of future education

Development of Learning Achievement in Spelling and Meaning Thai Language Learning Groups Through Cooperative Learning Employing the STAD Technique and Skill Training Sets for 4th Grade Students.

Methawee Promduangsri — 2026-06-06

Background and Aims: The development of learning achievement in spelling and vocabulary meaning is a fundamental aspect of language skills. Cooperative learning using the Student Teams–Achievement Divisions (STAD) technique, combined with skill exercises, can enhance students’ learning effectiveness and active participation. Therefore, this study aimed to: (1) examine the effectiveness of the learning management approach for Grade 4 students based on the 80/80 efficiency criterion; (2) compare students’ learning achievement before and after instruction; and (3) investigate students’ satisfaction with the learning management approach.

Methodology: This study employed a one-group pretest–posttest experimental research design. The sample consisted of 20 Grade 4 students enrolled in the 2025 academic year, selected through cluster random sampling. Four research instruments were used: (1) 12 learning management plans on the development of spelling and vocabulary meaning abilities through cooperative learning using the STAD technique combined with skill exercises, totaling 12 hours; (2) four sets of skill exercises; (3) a 20-item multiple-choice achievement test with four answer choices for each item; and (4) a 15-item student satisfaction questionnaire regarding the learning management approach. The data were analyzed using percentage, mean, standard deviation, and the dependent samples t-test (paired-samples t-test).

Results: 1) The efficiency of the learning management for Grade 4 students was 89.75/92, which was higher than the established criterion. 2) The students’ learning achievement after the instruction was higher than before the instruction at a statistically significant level of .05. And 3) Overall, students’ satisfaction with the learning management was at the highest level (X̅ = 4.89).

Conclusion: Cooperative learning using the STAD technique combined with skill exercises effectively enhances students’ ability in spelling and word meaning, leading to improved learning achievement and a very high level of satisfaction with the learning management.

Development of a Participatory Community Network Model for Sustainable Waste and Environmental Management: A Case Study of Ban Sok Phara Community, Maha Sarakham Province

Saovalak Kosonkittiumporn — 2026-06-06

Background and Aims: Solid waste and environmental management have become critical challenges affecting community health, environmental quality, and sustainable development. In many rural communities, ineffective waste management systems and limited public awareness contribute to increasing environmental problems. Therefore, promoting participatory approaches and strengthening community networks are essential for achieving sustainable waste and environmental management. This study aimed to: (1) examine the context, problems, and potential of community waste and environmental management; (2) develop a participatory community network model; and (3) evaluate the effectiveness of the model in terms of knowledge, behavior, and community participation.

Methodology: This research employed Participatory Action Research (PAR). The sample consisted of 60 participants, including community members, leaders, and stakeholders from Ban Sok Phara community, selected through purposive sampling. Data were collected using in-depth interviews, questionnaires, observations, and focus group discussions. Qualitative data were analyzed through content analysis, while quantitative data were analyzed using descriptive statistics, including percentage, mean, and standard deviation.

Results: The findings indicated that the community faced waste management problems due to a lack of systematic processes and insufficient knowledge; however, it possessed strong social capital and community cooperation. The developed model, named the “APAM Model,” consists of four components: Awareness, Participation, Action, and Monitoring. After implementation, community members showed significant improvement in knowledge (mean increased from 2.80 to 4.35), behavior (2.65 to 4.20), and participation (2.70 to 4.40). Additionally, tangible outcomes were observed, including the establishment of waste separation points, model households, and strengthened community networks.

Conclusion: The participatory community network model effectively enhances knowledge, behavior, and participation in waste management, leading to sustainable environmental practices at the community level. The model can be applied and adapted to other communities with similar contexts to promote long-term sustainability.

Development of Community Environmental Conservation Ability through Project-Based Learning for Grade 3 Students

Krongkwan Rungsi — 2026-06-06

Background and Aims: Project-Based Learning (PBL) encourages Grade 3 students to systematically participate in exploring and addressing community environmental issues. This process focuses on developing analytical thinking skills while cultivating environmental awareness through practical experience. To build a foundation of responsibility for local resources, this research aimed to: 1) study the efficiency of the learning management based on the 80/80 criterion, 2) compare learning achievement before and after the intervention, and 3) investigate the satisfaction of Grade 3 students toward the learning management.

Methodology: This research was an experimental study using a one-group pretest-posttest design. The sample consisted of 33 Grade 3 students from Ban Chiang Kaeo Community School during the 2025 academic year, selected through cluster random sampling. The research instruments included: 1) learning management plans, 2) learning achievement tests, and 3) satisfaction questionnaires. Data were analyzed using percentage, mean, standard deviation, and dependent samples t-test.

Results: 1) The efficiency of the Project-Based Learning management for developing community environmental conservation abilities among Grade 3 students met the established criteria at 80.15/81.15. 2) The comparison of learning achievement showed that the post-test scores were significantly higher than the pre-test scores at the .05 level. 3) Overall and individual aspects of student satisfaction toward the learning management were at the highest level.

Conclusion: Project-Based Learning for developing environmental conservation abilities in Grade 3 students is highly effective and achieves the designated goals. This learning process significantly enhances students' knowledge and understanding compared to their prior levels. Furthermore, students expressed the highest level of satisfaction with this instructional model, reflecting the success of cultivating learning through hands-on experience.

The Development of Cooperative Learning Activities using TGT Technique to Promote Academic Achievement on Economics for Phathomsuksa 6 students

Nirada Kumtabut — 2026-06-07

Background and Aims: This research aims to develop cooperative learning activities using the TGT technique to enhance academic achievement in primary school grade 6 subjects, supporting small schools. 1) To develop cooperative learning activities using the TGT technique that effectively promote academic achievement in economics for sixth-grade students, meeting the 80/80 criterion. 2) To compare the academic achievement of sixth-grade students before and after instruction using the TGT cooperative learning technique in economics. 3) To study student satisfaction with the cooperative learning activities using the TGT technique in economics for sixth-grade students.

Methodology: The sample group used in this research consisted of nine students from one sixth-grade classroom at Ban Saensuk School, Kantharawichai District, Maha Sarakham Province. The sample was obtained through cluster random sampling. The research instruments included 1) A lesson plan for developing cooperative learning activities using the TGT technique in economics; 2) an achievement test; 3) a student satisfaction questionnaire; and qualitative data collection tools. Quantitative data were analyzed using percentages, means, and standard deviations, and qualitative data were analyzed using content analysis.

Results: 1. The development of cooperative learning activities using the TGT technique, consisting of 5 steps: 1) Introduction to the lesson, 2) Teaching, 3) Team formation (comprising high-achieving, average-achieving, and low-achieving students), 4) Competition, and 5) Conclusion, resulted in effective learning of economics for 6th grade students, meeting E1/E2 criteria. (E1) equals 86.31% and (E2) equals 82.22%. Therefore, the cooperative learning activities using the TGT technique in economics for sixth-grade students are effective (E1/E2), meeting the set criteria of 80/80. 2. Results of the comparison of academic achievement: The researcher examined the data distribution and found it to be normally distributed (difference in post-test and pre-test scores (D) (S.W. = .934, Sig. = .522)). Therefore, a hypothesis test was conducted using the dependent t-test. The results showed that sixth-grade students who learned economics using the TGT cooperative learning technique had significantly higher post-test scores than pre-test scores at the .05 statistical significance level. 3. A study on the satisfaction of sixth-grade students in economics learning activities using the TGT cooperative learning technique found that the sixth-grade students were highly satisfied with learning economics through the development of cooperative learning activities using the TGT technique (x = 4.87, S.D. = 0.34).

Conclusion: The TGT cooperative learning technique is appropriate and effective. This activity emphasizes peer support within groups. Students with lower academic performance receive assistance from higher-performing students. Close guidance and counseling can significantly improve academic achievement, ensuring all students meet the required passing criteria.

Personnel Awareness and Participation in Organizational Development toward Excellence Based on EdPEx: A Case Study of the Faculty of Law, Rajabhat Mahasarakham University

Saowanee Sriwicha — 2026-06-07

Background and Aims: This study aimed to: (1) examine the levels of personnel awareness and participation in organizational development toward excellence under the Education Criteria for Performance Excellence (EdPEx) at the Faculty of Law, Rajabhat Mahasarakham University, during the academic year 2025, which marked the first year of EdPEx implementation at the faculty level; (2) analyze the relationships between personal factors and awareness on personnel participation; and (3) propose guidelines for sustainably enhancing personnel awareness and participation in EdPEx-based organizational development.

Methodology: A Mixed Methods Research design with an Explanatory Sequential Design was employed. The quantitative sample comprised 15 purposively selected personnel. Data were collected using a five-point Likert-scale questionnaire with content validity and reliability confirmed at Cronbach's alpha ≥ .70. Analysis included descriptive statistics, Pearson's correlation, Mann-Whitney U Test, and Kruskal-Wallis Test. For the qualitative phase, in-depth interviews were conducted with five key informants and analyzed through content analysis.

Results: Personnel demonstrated high levels of overall awareness ( = 3.87) with the policy-and-direction dimension scoring highest and the practical implementation dimension scoring lowest. Overall participation was also rated high ( = 3.74), while the monitoring-and-evaluation dimension was the only dimension rated at a moderate level. Awareness showed a statistically significant positive relationship with participation. Position and years of service were significantly associated with both awareness and participation. Qualitative findings identified organizational communication, managerial support, and capacity development as key enabling factors.

Conclusion: Practical awareness serves as a key mechanism driving personnel participation. Strengthening practical awareness through workshop-based training, developing organizational communication systems, and establishing structured incentive mechanisms are essential strategies for enhancing EdPEx implementation effectiveness at the Faculty of Law.

Needs Analysis of Thai Korean Language Learners on Commercially Available Physical Flashcards: Implications for Instructional Media Development

Sukrita Bumrungsaree — 2026-06-07

Background and Aims: This study aims to examine Korean language learners’ needs and preferences regarding commercially available flashcards. It also proposes guidelines for future flashcard designs that better match learners’ expectations and needs. To build the theoretical framework, the researcher reviewed concepts and studies on Spaced Repetition, flashcard effectiveness, publishing standards, and media selection factors.

Methodology: This quantitative research used a survey. Data was collected through questionnaires given to Korean language learners who scored level 3 or higher on the proficiency test. There were 50 participants. The data were analyzed for learner attitudes, preferences, and decision-making factors related to the use of Korean language flashcards.

Results: The findings revealed that learners generally held positive attitudes toward the use of flashcard techniques and flashcard-based learning materials. Flashcards help improve retention of content (X̄ = 4.08, SD = 0.75) and facilitate effective review (X̄ = 4, SD = 0.78). Moreover, respondents demonstrated a very high level of confidence in the standards and formats of flashcards produced by accredited organizations (X̄ = 4.48, SD = 0.61). The results also indicated that learners’ decisions to select learning content were primarily influenced by three factors: content, price, and the credibility of the producing organization. Among these factors, content was rated as the most important (X̄= 4.6, SD = 0.64), followed by price (X̄ = 4.56, SD = 0.61) and the producing organization (X̄ = 4.26, SD = 0.75).

Conclusion: The study highlights the important role of flashcards as effective learning tools for Korean language learners. Learners value not only the practicality and usefulness of flashcards but also place significant emphasis on reliable content and professional production standards. Therefore, future flashcard development should focus on producing high-quality learning materials that balance accurate content, reasonable pricing, and credible organizational support to better satisfy learners’ needs and enhance learning effectiveness.

Integrated Service Quality Factors Influencing Revisit Intention among Café Amazon Customers in Mueang District, Narathiwat Province

Nurulakmawatee Uma — 2026-06-14

Background and Aims: The Thai coffee shop industry has become increasingly competitive, particularly in the southern border region, where distinctive cultural contexts and consumer behaviors remain insufficiently documented in empirical literature. This study integrates the SERVQUAL framework with three contextual variables - product quality, store atmosphere and environment, and brand image - to examine their influence on customers' repurchase intentions at Café Amazon outlets in Mueang District, Narathiwat Province, a context that has not previously been investigated.

Methodology: A quantitative research design was employed. Data were collected from 400 Café Amazon customers in the study area, with sample size determined using Cochran's formula. A five-point Likert-type scale questionnaire was used to measure four independent variables and one dependent variable (repurchase intention). Multiple regression analysis was applied to test the hypothesized relationships.

Results: All four independent variables exerted statistically significant positive effects on repurchase intention at the .05 level (p < .05), collectively explaining 59.5% of its variance (R² = .595, f² = 1.469). Brand image emerged as the strongest predictor (β = .238), indicating that customers in this locale place greater weight on brand credibility and perceived brand value than on tangible service attributes. This was followed by product quality (β = .204), service quality (β = .200), and store atmosphere and environment (β = .180), respectively.

Conclusion: The findings extend empirical support for the SERVQUAL framework in a southern Thai border context and demonstrate that brand image exerts disproportionate influence over other service quality dimensions in this setting. Practically, operators should adopt a holistic service quality management approach with particular emphasis on consistently developing and sustaining brand identity to foster customer loyalty in this highly competitive local market.

The Practice of Adhering to Buddhist Teachings and Its Impact on Happiness in Life

Maiyarat Thitathirawit — 2026-06-15

Background and Aims: Living in accordance with the teachings of Buddhism provides
a path that helps individuals better understand themselves and others. These teachings promote inner peace, reduce suffering, and foster sustainable happiness in daily life. The objectives of this research are: 1) To study personal factors, the practice of Buddhist teachings, and the happiness in life among those who engage in such practices; 2) To compare the levels of happiness in life among practitioners based on personal factors; and 3) To examine the practice of Buddhist teachings that influences happiness in life.

Methodology: This research is quantitative in nature. The sample group consisted of 400 individuals who practiced Buddhist teachings at Wat Khao Somphot, Bua Chum Subdistrict, Chaibadan District, Lopburi Province. The sample size was determined using Cochran’s formula for cases where the exact population size is unknown. The research instrument used was a questionnaire. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as inferential statistics, including F-test and multiple regression analysis.

Results: The survey found that the majority of respondents were female (67.5%), aged 20–30 years (56.3%), held a bachelor’s degree (51.2%), were self‑employed (44.3%), had an average monthly income of 30,001–40,000 baht (21.8%), and were married (60.3%). Overall, the sample showed the highest adherence to Buddhist teachings (Mean = 4.48, SD = 0.62) and an overall happiness level classified as “happy” (67.32%). The factor that contributed most to happiness was a good family life (73.34%).

1) Personal factors - including gender, age, education level, occupation, monthly income, and marital status - significantly affected life satisfaction at the 0.05 significance level. 2) Adherence to Buddhist teachings significantly influenced overall well‑being at the 0.05 significance level. Two main predictors were attending temple services/listening to sermons and participating in important Buddhist religious events. Together these variables had a multiple correlation coefficient (R) of 0.526 and explained 27.7% of the variance in well‑being. 3) Adherence to Buddhist teachings significantly impacted practitioners’ well‑being at the 0.05 significance level. Two aspects of practice had particularly strong positive effects: participation in important Buddhist holidays and attending temple services to listen to sermons or religious teachings. Participation in important Buddhist holidays had a significantly greater impact on lay followers’ well‑being than attending temple services to listen to sermons, at the 0.05 significance level.

Conclusion: The practice of Buddhist teachings, especially participation in important religious activities, clearly contributes to greater happiness in life. This new body of knowledge highlights the value of religious engagement at both individual and societal levels. It can be practically applied to enhance quality of life and support mental and spiritual development in the future.

Development of the Master of Education Program in Elementary Education, Ramkhamhaeng University

Thayida Lertchanadecha — 2026-06-17

Background and Objectives: Elementary education serves as a fundamental foundation for learners' development. Therefore, it is essential to develop teachers and educational personnel to possess expertise in instructional management, curriculum development, research, and educational innovation. The objective of this study was to develop the Master of Education Program in Elementary Education at Ramkhamhaeng University.

Methodology: The study was conducted in three phases. First, the needs for curriculum development were investigated through the synthesis of relevant documents, concepts, theories, and standards. Second, opinions regarding the draft curriculum were examined using a questionnaire validated by experts. Third, opinions concerning the revised curriculum were gathered from qualified experts and specialists.

Results: The findings revealed three major issues. First, regarding the curriculum and learning management, emphasis should be placed on the development of soft skills, particularly the ability to inspire and stimulate learning, together with the application of the Sufficiency Economy Philosophy, competency-based learning management, higher-order thinking processes, the creation of a positive learning atmosphere, and creative classroom management. Second, concerning problems encountered by learners and teachers, learners faced behavioral, psychological, and family-related problems, while teachers often lacked in-depth understanding of these issues and tended to address them through teacher-centered approaches, which contributed to teacher burnout. Third, in terms of developmental recommendations, the curriculum should promote the enhancement of values associated with the teaching profession and emphasize the development of teachers' competencies in self-knowledge, self-awareness, and appreciation of themselves and others.

Conclusion: The newly developed Master of Education Program in Elementary Education (New Curriculum, B.E. 2569 [2026]) was found to be appropriate in terms of its structure, content, learning outcomes, and learning management. The curriculum effectively responds to the needs of stakeholders and aligns appropriately with future directions in educational development.

The Development of Academic Achievement and Participatory Learning Behaviors on “Our Community” through the Learning Together (LT) Collaborative Learning Technique for Grade 3 Students.

Narisa Khrutram — 2026-06-24

Background and Aims: Due to instructional problems in geography education for Grade 3 students, where students lacked teamwork and communication skills, resulting in a lack of interest in learning and low academic achievement. Therefore, the researcher aimed to apply the Learning Together (LT) cooperative learning management approach to enhance academic achievement and promote students' participatory behavior more effectively.

Methodology: The research sample consisted of 27 Grade 3 students from Banphaengnongnuea School in the 2022 academic year, obtained through cluster random sampling. The experimental instruments were 10 learning activity plans on "Our Community" with an average appropriateness score between 4.59 and 4.76, representing the highest level. The data collection instruments included a 30-item, 3-option multiple-choice learning achievement test with a total reliability of 0.96, and a 15-item, 5-point rating scale assessment form for participatory behavior across 3 dimensions with an IOC range of 0.60–1.00. Data were analyzed using percentage, mean, standard deviation, and dependent samples t-test.

Results: The learning achievement of students taught through the LT cooperative learning activities was statistically higher after the intervention than before at the .05 significance level. Additionally, the participatory behavior of students learning with the LT cooperative learning activities was overall at the highest level. ()

Conclusion: Learning management using the LT cooperative learning technique is a student-centered approach that aligns with social constructivist theory and the principle of positive interdependence. The group process, which emphasizes interaction and clear role distribution, not only enables learners to understand the content deeply but also effectively promotes their social skills and collaboration.

Green Supply Chain Management Affects on Sustainability Of Energy Industry Participating in the Green Industry In Thailand

Dusit Singroengrit — 2026-06-24

Background and Aims: Climate change and the critical need for reducing greenhouse gas emissions have driven the energy sector to adapt to environmental policies and sustainable development goals. This research aims to investigate the impact of Green Supply Chain Management (GSCM) on the sustainability of the energy industry participating in the Green Industry project in Thailand.

Methodology: Using a quantitative approach, data were gathered through a questionnaire with an IOC range of 0.67-1.00 and Cronbach's alpha reliability coefficients between 0.892 and 0.914, distributed to 238 senior executives in certified Green Industry energy firms. Data were analyzed using descriptive statistics and Multiple Regression Analysis.

Results: The findings reveal that most participating organizations are medium-to-large-scale petroleum blending businesses certified with ISO 14001, predominantly operating at Level 3 of the Green Industry certification (Green System). Hypothesis testing confirmed that GSCM practices collectively exert a significant positive influence on organizational sustainability (Sig.=0.000, p<.001), accounting for 19.4% of the variance in sustainable performance (R²_adj = .194). Specifically, Green Operations emerged as the most significant predictor of sustainability with the highest effect size (𝛽 = .308, t = 4.612, p < .01), followed by Green Design (𝛽 = .153, t = 2.198, p < .05). Conversely, green purchasing, green manufacturing, and reverse logistics did not exhibit a statistically significant impact due to initial cost barriers and institutionalized baseline standards within the Thai context.

Conclusion: These empirical results suggest that to achieve comprehensive long-term sustainability across economic, social, and environmental dimensions, energy firms must strategically prioritize the integration of green principles into their internal operational core and proactive product design processes.

The Instructors’ Perceptions toward AI Teaching: Product Design Major at Shandong University

Wu Qian — 2026-06-25

Background and Aims: This study examined instructors’ perceptions of applying artificial intelligence (AI) in teaching product design at universities in Shandong Province, China. It drew on the Technology Acceptance Model (TAM), examining perceived usefulness, perceived ease of use, self-efficacy, interest, stress, and training as constructs influencing AI adoption in higher education.

Methodology: A mixed-methods design was employed. Quantitative data were collected from 208 product design instructors through a structured questionnaire and analysed using AMOS and structural equation modelling (SEM). Qualitative data were gathered through in-depth interviews with 15 instructors and analysed thematically in NVivo. The thematic analysis surfaced instructors’ general optimism toward AI, the sources of teaching-related pressure, the perceived shortage of discipline-specific training, and concerns about over-reliance on AI. Informed consent and confidentiality were maintained throughout the study.

Results: Instructors generally held positive attitudes toward using AI in teaching. Self-efficacy, interest, and stress were positively associated with perceived usefulness and perceived ease of use, with stress the strongest predictor, followed by self-efficacy and interest. Training was positively associated with attitudes toward use. The qualitative findings corroborated these patterns: instructors described AI as improving lesson-preparation efficiency, while cautioning that over-reliance could weaken creativity and self-reflection, and noting that most available training targets other disciplines rather than product design.

Conclusion: Strengthening AI-related training and capacity building for product design instructors is recommended to lower teaching costs and improve the effective use of AI in pedagogy. Discipline-specific characteristics of product design, including tool-oriented thinking and interdisciplinary openness, further facilitate AI adoption in this field.

Development of English learning activities using Simulation with Generative AI to enhance English speaking skills of Grade 6 students

Ratchadaporn Rattana — 2026-06-29

Background and Aims: This study aimed to (1) develop and determine the ‎efficiency of English learning activities using simulation integrated with ‎Artificial Intelligence (AI) to enhance Grade 6 students’ English speaking skills ‎against the 75/75 criterion; (2) compare students’ speaking skills before and ‎after learning and against a 75% threshold; and (3) examine students’ ‎satisfaction.

Methodology: Using a Research and Development design, eight ‎Grade 6 students at Lukchanpiyaaui School (Phetchabun PESAO 1), second ‎semester of 2025, were selected by purposive sampling. Instruments were ‎the learning activities, lesson plans, an English speaking-skills assessment, ‎and a satisfaction questionnaire. Data were analyzed using mean, standard ‎deviation, percentage, and the (One-Sample) Wilcoxon Signed-Rank Test.

‎Results: (1) the seven-step activities preparation, simulation presentation, ‎role selection, simulation playing, discussion, summarization, and ‎evaluation achieved an efficiency of 75.19/77.78, meeting the criterion; (2) ‎post-learning speaking skills were significantly higher than pre-learning and ‎exceeded the 75% threshold (p < .05), with students sustaining noticeably ‎more complex exchanges than before; and (3) overall satisfaction was at ‎the highest level (x̄ = 4.58, S.D. = 0.15). Conclusion: The AI-integrated ‎simulation activities effectively enhanced primary students’ English-speaking ‎skills and were highly satisfactory, supporting wider application.‎

Guidelines for Developing Organizational Climate of Schools under Khon Kaen Primary Educational Service Area Office 5

Uchuta Chanthusorn — 2026-07-09

Background and Aims: Organizational climate is an important factor affecting motivation, collaboration, responsibility, and the administrative effectiveness of schools, particularly in schools with different contexts in terms of size, resources, and management. This research aimed to examine the organizational climate of schools and propose guidelines for developing the organizational climate of schools under Khon Kaen Primary Educational Service Area Office 5.

Methodology: This research employed an explanatory sequential mixed-methods design consisting of two phases. Phase 1 was quantitative research. The sample consisted of 350 school administrators and teachers selected through stratified random sampling. The research instrument was a five-point Likert-scale questionnaire with a Cronbach’s alpha reliability coefficient of .994. The data were analyzed using frequency, percentage, mean, and standard deviation. Phase 2 was qualitative research. The key informants consisted of five experts selected through purposive sampling. The research instrument was a semi-structured interview form, and the data were analyzed using content analysis.

Results: The findings revealed that the overall organizational climate of schools was at the highest level (M = 4.66, SD = 0.19). When considered by aspect, performance standards had the highest mean score and were at the highest level (M = 4.79, SD = 0.27), followed by warmth and support, which were at the highest level (M = 4.75, SD = 0.29); organizational structure, which was at the highest level (M = 4.72, SD = 0.33); responsibility, which was at the highest level (M = 4.59, SD = 0.38); and rewards and motivation, which were at a high level (M = 4.34, SD = 0.36), respectively.

Conclusion: The findings indicate that the schools under Khon Kaen Primary Educational Service Area Office 5 had an overall organizational climate at the highest level, particularly in performance standards, whereas rewards and motivation should be further developed. Therefore, the guidelines for developing organizational climate should focus on five aspects: 1) Organizational Structure: Schools should implement school-based management, assign tasks according to personnel expertise, and reduce work redundancy and non-teaching workloads; 2) Warmth and Support: Schools should foster a collegial culture and promote Professional Learning Community (PLC) practices;
3) Rewards and Motivation: Schools should use transparent evaluation systems together with non-monetary incentives through recognition and commendation; 4) Performance Standards: Schools should apply the PDCA quality cycle and reflect outcomes through Self-Assessment Reports; and 5) Responsibility: Schools should provide academic autonomy and foster a shared sense of ownership for students’ learning achievement.

Factors affecting safety in digital age educational institutions under the Phetchaburi Primary Educational Service Area 2

Buppha Ruangsri — 2026-07-15

Background and Aims: In the digital age, rapid technological shifts present both opportunities and emerging threats to students, such as cyber risks and fake news. In response, the Thai government and the Office of the Basic Education Commission (OBEC) have implemented policies like ICT 2020 and the 2024 safety focus areas to strengthen digital infrastructure and ensure school security. This research aims to: 1) assess the levels of factors affecting school safety in the digital age under Phetchaburi Primary Educational Service Area Office 2; 2) evaluate current school safety levels; and 3) examine the relationship between these administrative factors and digital-age school safety within the specified jurisdiction.

Methodology: This study employs a quantitative research design. The sample consisted of 278 participants, including 29 administrators and 249 teachers under Phetchaburi Primary Educational Service Area Office 2 during the 2024 academic year, selected through stratified random sampling.

Research Instruments: The data collection tool was a three-part questionnaire developed by the researcher:

Part 1: General information checklist (Gender, Age, Work Experience, and Educational Attainment).

Part 2: A 5-point Likert scale questionnaire on factors affecting school safety, covering six dimensions: 1) Personnel, 2) Budget, 3) Safety Management Process, 4) Tools and Equipment, 5) Technological Advancement, and 6) Technology.

Part 3: A 5-point Likert scale questionnaire on school safety in the digital age, covering six dimensions: 1) Accident Prevention and Resolution, 2) Disaster Prevention and Resolution, 3) Social Problem Prevention and Resolution, 4) Student Health and Hygiene Protection, 5) School Environmental Safety, and 6) Technological Safety.

Quality Assurance of Instruments: The instruments underwent standard validation processes: 1) Content Validity, assessed by three experts using the Index of Item Objective Congruence (IOC), with all selected items scoring 0.5 or higher; and 2) Reliability, tested through a try-out with 30 non-sample administrators and teachers. The Cronbach’s Alpha Coefficient was 0.937, indicating high reliability for data collection.
Data Analysis and Statistics: Data were analyzed using statistical software as follows:

Descriptive Statistics: Frequency and Percentage for general status; Mean () and Standard Deviation (S.D.) for assessing the levels of safety factors and school safety.

Inferential Statistics: Pearson's Product-Moment Correlation Coefficient to examine relationships between factors and safety levels; Stepwise Multiple Regression Analysis to determine the predictive power of various factors. Multicollinearity was checked using Tolerance and Variance Inflation Factor (VIF) values to ensure statistical accuracy and adherence to assumptions.

Results: The findings regarding the factors affecting school safety in the digital age under Phetchaburi Primary Educational Service Area Office 2 are summarized as follows:

Levels of Factors Affecting Safety: Overall, all factors were rated at a high level ( = 4.11, S.D.=0.25) reflecting that educational institutions strongly emphasize various supporting factors in establishing safety.
Levels of School Safety in the Digital Age: Overall safety was at a high level ( = 4.10, S.D.=0.35) When considering individual dimensions, Disaster Prevention and Resolution had the highest mean, followed by Social Problem Prevention and Resolution. Conversely, Accident Prevention and Resolution had the lowest mean, although all dimensions remained at a high level.
Predictive Factors of Safety: The Stepwise Multiple Regression Analysis revealed that three factors significantly and collectively predicted school safety in the digital age at a statistical significance level of .001. These factors include Budget (X₂), Safety Management Process (X₃), and Tools and Equipment (X₄). Together, they accounted for 55.50% of the variance in school safety (R² = 0.555)

3.1 Budget (X₂) was the most influential factor affecting safety (β = 0.732)

3.2 The predictive equation in standardized score form is as follows:

tot =0.732(Z₂) + 0.309(Z₃) + 0.268(Z₄)

Conclusion: The study on factors affecting school safety in the digital age under Phetchaburi Primary Educational Service Area Office 2 yields the following key conclusions:

Safety Supporting Factors: Overall, these factors were at a high level ( = 4.11). Personnel had the highest mean, followed by the Safety Management Process and Budget, respectively. This reflects that personnel and administrative management are the primary mechanisms driving school safety.
Level of School Safety: Overall safety was at a high level ( = 4.10) The highest-rated dimension was "Disaster Prevention and Resolution," followed by "Social Problem Prevention and Resolution." This indicates that educational institutions have implemented comprehensive measures across all dimensions to address challenges in the digital age.
Predictive Factors: Three key factors significantly and collectively predicted school safety at a statistical significance level of .001: Budget (X₂), Safety Management Process (X₃), and Tools and Equipment (X₄).

3.1 These three factors together explained 55.50% of the variance in school safety.

3.2 Budget was the most influential factor affecting safety (β = 0.732)

3.3 The predictive equation is: tot =0.732(Z₂) +0.309(Z₃) + 0.268(Z₄)

Developing phenomenon-based learning activities combined with social media to promote analytical thinking skills on the topic of physical changes on Earth. Grade 11

Panida Suebjit — 2026-07-15

Background and Aims: Developing analytical thinking skills is essential for 21st-century students who face diverse and complex information. Phenomena-Based Learning (PhBL) is a teaching approach that focuses on enabling students to explore and understand natural phenomena through studying, understanding, investigating, questioning, exploring, and explaining phenomena and the relationships between various factors. This systematic approach helps develop students' analytical thinking skills. Applying PhBL to geography instruction, particularly on the physical changes of the Earth, helps students connect knowledge to real-world situations and become aware of the impact on daily life. Furthermore, it stimulates student interest and makes learning more meaningful. This research aims to: 1) the development of phenomenon-based learning activities integrated with social media to enhance analytical thinking ability on the topic of physical changes of the Earth for Matthayomsuksa 5 Students, with an efficiency criterion of 80/80; (2) compare students’ analytical thinking abilities before and after the intervention; (3) compare students’ learning achievement before and after the intervention; and (4) examine students’ satisfaction with the learning activities.The sample consisted of 23 Matthayomsuksa 5/1 students from Triam Udom Suksa Phatthanakan Roi Et School, selected through cluster random sampling. The research instruments included lesson plans, an analytical thinking ability test, a learning achievement test, and a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and hypothesis testing with the dependent samples t-test.

Methodology: This research is an experimental study. The sample group consisted of 23 students from Grade 11 (Year 5/1) at Triam Udom Suksa Pattanakarn School, Roi Et, under the Roi Et Secondary Educational Service Area Office. The sample was obtained using cluster random sampling. The research instruments used were: 1) 11 lesson plans combining phenomenon-based learning with social media on the topic of Physical Changes on Earth for Grade 11 students, totaling 11 hours; 2) a multiple-choice test with 4 options, measuring analytical thinking ability in 3 areas, consisting of 15 questions; 3) a multiple-choice achievement test with 4 options, consisting of 30 questions; and 4) a questionnaire on student satisfaction with the phenomenon-based learning activities combined with social media that promoted analytical thinking ability on the topic of Physical Changes on Earth for Grade 11 students, consisting of 10 questions using a 5-point Likert scale.

Results: The findings indicated that: 1) the efficiency of the phenomenon-based learning activities integrated with social media was 87.07/80.00, exceeding the established criterion; 2) students’ analytical thinking abilities after the intervention were significantly higher than before at the .05 level; 3) students’ learning achievement on the topic of physical changes of the Earth after the intervention was significantly higher than before at the .05 level; and (4) students’ overall satisfaction with the learning activities was at the highest level

Conclusion: This study investigates the development of phenomenon-based learning activities combined with social media that effectively promote analytical thinking skills in the topic of physical changes on Earth for grade 11 students, and which can be appropriately applied to develop learners in higher grades.

Academic Administration Affecting the Quality of Education in Schools under Khonkaen Primary Education Service Area office 2

Manthana Banyong — 2026-07-18

Background and Aims: Academic administration is regarded as the core mission of educational institutions, aiming to enhance learners’ quality in alignment with educational standards and ongoing societal changes in the modern era, amid increasing competition and rising expectations from all stakeholders. This study therefore aims to: 1) examine the academic administration of schools under the Khon Kaen Primary Educational Service Area Office 2; 2) investigate the quality of education of schools under the same office; 3) explore the relationship between academic administration and educational quality in these schools; and 4) identify aspects of academic administration that influence the educational quality of schools under the Khon Kaen Primary Educational Service Area Office 2.

Methodology: This study employed a descriptive research design. The sample consisted of 400 school administrators and teachers under the Khon Kaen Primary Educational Service Area Office 2. The sample size was determined using the Krejcie and Morgan table, and stratified random sampling was applied. The research instrument was a five-point rating scale questionnaire. Data were analyzed using frequency, percentage, mean, and standard deviation. Pearson’s product–moment correlation coefficient was used to examine relationships, and multiple regression analysis was conducted to identify predictive factors.

Results: 1) The overall level of academic administration in schools under the Khon Kaen Primary Educational Service Area Office 2 was at a high level. 2) The overall level of educational quality in these schools was also at a high level. 3) The relationship between academic administration and educational quality was positive in all aspects and, overall, showed a high correlation (r = 0.794), statistically significant at the .01 level. And 4) The aspects of academic administration that best predicted educational quality were the development and utilization of educational technology (X5), measurement and evaluation (X3), and instructional management in schools (X2), which together accounted for 66.50 percent of the variance in educational quality (Y), with statistical significance at the .01 level. The unstandardized predictive equation was: Ŷ = 0.810 + 0.419 (Z5) + 0.226 (Z3) + 0.177 (Z2), and the standardized equation was: Z(Ŷ) = 0.472Z(Z5) + 0.248Z(Z3) + 0.177Z(Z2).

Conclusion: Schools under the Khon Kaen Primary Educational Service Area Office 2 demonstrated high levels of academic administration and educational quality. Academic administration showed a clear positive relationship with educational quality, particularly in the areas of development and utilization of educational technology, measurement and evaluation, and instructional management, which are key factors contributing concretely to the improvement of school quality.

The EELA-QA Framework: A Conceptual Model for Quality Assurance of Artificial Intelligence Use in Thai Primary Schools

Kawiwat Wichitchokthananon — 2026-07-18

Background and Objective: The increasing use of artificial intelligence (AI) in Thai primary schools raises concerns about child data protection, algorithmic fairness, equitable access, and the validity of learning evidence. These concerns are particularly important for young learners, who have limited capacity to provide informed consent, regulate their own AI use, and critically evaluate AI-generated outputs. This study aimed to develop the EELA-QA framework for the quality assurance of AI use in Thai primary schools.

Methodology: A two-phase conceptual framework development design was employed. First, 47 Thai- and English-language research articles, reviews, and policy documents published mainly between 2018 and 2026 were selected from 226 initial records and synthesized through conceptual synthesis. Second, seven experts reviewed the draft framework using an Index of Item-Objective Congruence (IOC) form, an appropriateness rating form, and open-ended questions.

Results: The framework comprises four dimensions: ethics, equity, learning evidence, and accountability. Item-level IOC values ranged from 0.71 to 1.00, and the arithmetic mean across 31 items was 0.92. The overall appropriateness rating was high (M = 4.38, SD = 0.54). Expert feedback clarified child data protection, multi-source learning evidence, and traceability through SAR and PLC processes.

Conclusion: EELA-QA provides a conceptual foundation for school-level self-review of AI use that is safe, fair, evidence-based, and auditable. It is not intended as a high-stakes assessment tool. Field feasibility studies and further validation are required before the framework is developed into a full assessment instrument.

The Effects of Game-Based Learning Activities to Improve Mathematics Achievement among Grade 1 (Prathomsuksa 1) Students

Akarapon Anupan — 2026-07-18

Background and Aims: Mathematics plays a vital role in developing systematic and logical thinking. National Test (NT) results for 2022–2024 and the achievement records of Grade 1 students at Chonlaprathanwittaya School in the topic of addition were below the 70% criterion. This study therefore aimed (1) to compare students’ mathematics achievement in addition before and after learning through game-based learning activities, and (2) to compare their post-test achievement against the 70% criterion.

Methodology: This quantitative study used a one-group pretest–posttest pre-experimental design. The sample comprised one classroom of 30 Grade 1 students in the 2025 academic year, obtained by cluster random sampling. Research instruments were (1) eight game-based mathematics lesson plans on addition (1 hour each) and (2) a 20-item, four-option parallel achievement test. Data were analysed using mean, standard deviation, dependent-samples t-test, and one-sample t-test.

Results: (1) Post-test achievement (M = 15.833, SD = 1.642) was significantly higher than pre-test achievement (M = 7.533, SD = 2.515) at the .05 level (t = 30.066, p < .001; Cohen’s d = 3.91). (2) Post-test achievement was significantly higher than the 70% criterion (14 points) at the .05 level (t = 6.114, p < .001).

Conclusion: Game-based learning activities enabled students to construct knowledge through active participation and hands-on practice, raising their mathematics achievement above both their prior performance and the set criterion.

University Supervision and Feedback for Supporting Student Teachers’ Pedagogical Competencies: A Case Study of Ban Kham Hai Hua Thung Pracha Bamrung School, Khon Kaen Province

Arunrat Wannapake — 2026-07-18

Background and Aims: University supervision and feedback are important mechanisms for supporting student teachers’ pedagogical development in authentic school contexts. This study aimed to examine the characteristics of university supervision, investigate the quality and challenges of feedback, and explore student teachers’ experiences in applying feedback to improve teaching practices.

Methodology: This qualitative single-case study was conducted at Ban Kham Hai Hua Thung Pracha Bamrung School, Khon Kaen Province, Thailand. Forty key informants were purposively selected, including 22 student teachers, six university supervisors, and 12 mentor teachers. Data were collected through semi-structured interviews, non-participant observations, reflective journals, and document analysis. The data were analyzed using content analysis, thematic analysis, and data triangulation.

Results: Supervision was conducted through a blended approach combining on-site and online follow-up. On-site supervision enabled classroom observation and post-lesson reflection, while online communication supported lesson-plan review, scheduling, and task monitoring. Effective feedback was specific, timely, evidence-based, and supportive, helping student teachers improve lesson planning, classroom management, questioning, media use, learning activities, and reflection. However, supervision was limited by time constraints, workload, inconsistent follow-up, and differing emphases between university supervisors and mentor teachers.

Conclusion: Effective supervision should be structured, continuous, follow-up-oriented, and collaboratively supported by universities, university supervisors, mentor teachers, and student teachers.

Development of Indicators for Teachers Innovator Competence

Sirichok Naknuan — 2026-07-18

Background and Aims: Global changes in the 21st century have necessitated a shift in the teacher’s role toward becoming an "innovator teacher." However, there is a significant lack of a systematic framework for evaluating and enhancing teacher innovator competency within the Thai educational context. This research aimed to: 1) develop indicators of teacher innovator competency, and 2) examine the goodness-of-fit of the developed structural model of these indicators with empirical data.

Methodology: The research was conducted in two phases: Phase 1 involved the development of indicators for teachers’ innovator competence through the synthesis of literature, theories, and in-depth interviews with five experts, resulting in 5 major components, 10 sub-components, and 48 indicators. Phase 2 focused on validating the structural model using first- and second-order confirmatory factor analysis. The sample consisted of 400 school administrators and teachers under the Samut Prakan Primary Educational Service Area Office 2, selected through stratified random sampling. The research instrument was a 48-item, five-point rating scale questionnaire. The content validity (IOC) ranged from 0.66–1.00. A try-out with 30 non-sample teachers yielded item discrimination values between 0.35–0.89 and an overall reliability coefficient of .978. Data were analyzed using descriptive statistics and confirmatory factor analysis to validate the developed competency structure.

Results: The research results indicated that teachers’ innovator competence consisted of 5 major components, 10 sub-components, and 48 indicators, categorized as follows: 1) Structural Forecasting (2 sub-components, 10 indicators); 2) Knowledge (2 sub-components, 9 indicators); 3) Technology (2 sub-components, 9 indicators); 4) Creativity (2 sub-components, 10 indicators); and 5) Self-Regulation (2 sub-components, 10 indicators). The structural model of teachers’ innovator competence demonstrated a good fit with the empirical data across all indices. (χ² = 352.42, df = 339, p = .252, χ²/df = 1.04, GFI = .95, AGFI = .91, CFI = 1.00, RMSEA = .01).

Conclusion: The developed components and indicators appropriately explain teacher innovator competency. They can be effectively utilized as a framework for assessing and enhancing teacher innovator competency within educational institutions.

Improving Learning Achievement on Thai Culture and Culture of Countries in Southeast Asia Through Collaborative Learning Activities by GI technique for Secondary Students

Kannika Chaveeain — 2026-07-18

Background and Aims: Cooperative learning is a widely used teaching method that incorporates various techniques. It involves assigning students with diverse abilities to small, mixed-ability groups. All students within the group share responsibility and assist each other in achieving the group's objectives. While there are many variations of cooperative learning, one approach worth trying to foster a love of learning is the Group Investigation (GI) technique. This technique involves each student collaboratively planning a lesson based on a topic of shared interest, implementing the plan, and presenting their findings to the group. Equal opportunities for students to express their opinions within the group are given, stimulating diverse roles both within and between groups.

Methodology: 1) To improve the academic achievement of Grade 7 students who are taught using the GI cooperative learning technique. 2) To develop teamwork skills of Grade 7 students who are taught using the GI cooperative learning technique. The research instruments used are: 1 This research is an action research study. The research instruments used are: 1) Ten lesson plans (10 hours total) on Thai culture and the cultures of Southeast Asian countries for Grade 7 students, using cooperative learning activities with the GI technique; 2) A 30-item multiple-choice achievement test with four options for Grade 7 students, also using cooperative learning activities with the GI technique; and 3) An observation form for teamwork skills, consisting of 6 items, each worth 5 points, for a total of 30 points.

Results: The findings showed that: 1) The target group students achieved an average score of 80% or higher on the achievement test on Thai culture and the cultures of Southeast Asian countries in the second operational cycle, exceeding the required 80% and remaining at a good level. Of these, 14 students met the criteria and were categorized as "good," while 6 students did not meet the criteria and were categorized as "fair." These students also experienced difficulties participating in learning activities, resulting in a lack of understanding of the assigned content. Regarding teamwork skills, some groups lacked communication and confidence when presenting their work. 2) Students demonstrated increased knowledge and understanding of the assigned content through mutual assistance, shared opinions, and active participation in learning activities. This resulted in all target group students achieving scores above the required threshold and remaining at a "good" level. Therefore, in terms of teamwork skills, all group members demonstrated the ability to work together effectively, including being confident and willing to ask questions. Thus, cooperative learning using the GI technique is a successful approach to improving academic achievement in the subject of Thai culture and the cultures of Southeast Asian countries.

Conclusion: The development of academic achievement in Thai culture and the cultures of Southeast Asian countries using cooperative learning activities with the GI technique for Secondary 1 students can be applied to develop students' teamwork skills and to appropriately develop students in higher grades.

Management of local learning resources by school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 5

Tippawan Kookkhunthod — 2026-07-19

Background and Aims: The management of local learning resources by school administrators is an important process that connects community resources, local wisdom, and contextual backgrounds with educational management to promote learning that aligns with the lifestyles and needs of learners in the area. This research therefore aimed to: (1) study the conditions of local learning resource management by school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 5, and (2) compare the management of local learning resources by school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 5 based on their administrative experience and school size.

Methodology: This study employed a quantitative research design. The sample consisted of 136 school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 5 in the 2025 academic year, selected through stratified random sampling. The research instrument was a questionnaire. Data were analyzed using percentage, mean, standard deviation, F-test, and t-test. When differences were found, pairwise comparisons of the mean differences were conducted using Scheffé’s method.

Results: 1) The management of local learning resources by school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 5 was overall at a high level. When considered by each aspect, all aspects were also at a high level. The aspect with the highest mean was monitoring and evaluation, followed by implementation and planning, while corrective action had the lowest mean. And 2) The comparative analysis of local learning resource management by school administrators under the Nakhon Ratchasima Primary Educational Service Area Office 5, classified by school size, revealed that overall management did not differ. However, when considering each aspect, implementation and corrective action showed statistically significant differences at the .05 level, while the other aspects showed no differences. In addition, when classified by administrative experience, the overall management was not different. However, in individual aspects, planning and monitoring showed statistically significant differences at the .05 level, while the other aspects showed no differences.

Conclusion: School administrators place importance on the management of local learning resources and continuously implement related activities, particularly in monitoring, planning, and implementation. This strengthens the use of community learning resources in educational management. Although administrators may differ in experience and the size of the schools they manage, the overall direction of management remains similar.

Factors Affecting the Adoption of the Circular Logistics Concept in Thai Manufacturing Businesses

Thananwarin Kositkanin — 2026-07-19

Background and Aims: The linear production model of take-make-dispose has created significant environmental and resource challenges globally. Circular Logistics (CL) has emerged as a critical mechanism for enabling the Circular Economy (CE) within manufacturing firms. However, adoption remains limited in the Thai manufacturing sector, and empirical studies that examine the determinants of CL adoption in this specific context remain scarce, particularly studies that integrate organizational, technological, external-environmental, and perception-based determinants within a single model. This study aims to examine organizational, technological, external environmental, and perceived-factor determinants that influence CL adoption in Thai manufacturing businesses.

Methodology: : A quantitative research design was employed using a structured questionnaire distributed to managers in Thai manufacturing firms across the automotive, electronics, food, and beverage industries. Data from 300 respondents were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis.

Results: : Four groups of factors organizational factors (management support and organizational culture), technological readiness, external environmental pressure (supply chain pressure and government regulation), and perceived factors (perceived usefulness and perceived ease of use, measured as a single composite construct) positively and significantly influenced CL adoption (H1–H4, all supported). The perceived-factor construct was the strongest predictor (β = 0.38), followed by organizational factors
(β = 0.29), technological readiness (β = 0.21), and external environmental pressure
(β = 0.18). The overall model explained 61.2% of the variance in CL adoption
(R² = 0.612, Adjusted R² = 0.594; Cohen's f² = 1.58, indicating a large effect), F(4, 295) = 48.32, p < .001.

Conclusion: The level of CL adoption among Thai manufacturing businesses remains moderate, reflecting substantial room for further development, particularly in higher-complexity practices such as remanufacturing. The findings suggest that building awareness of the tangible benefits of CL in terms of cost reduction and value creation from waste alongside fostering a sustainability-oriented organizational culture, are the primary pathways to accelerating CL adoption. At the policy level, governments should introduce financial incentives and technical support programs tailored to the resource constraints of small and medium-sized enterprises. These findings contribute to the limited empirical literature on CL adoption by testing an integrated Diffusion-of-Innovations/Technology-Acceptance framework in the context of a Southeast Asian developing economy, an intersection that remains underexamined relative to CE research in Europe and East Asia.

Factors Influencing the Selection of Rental Warehouses by Logistics Operators in the Bangkok Metropolitan Area

Chutidaj Munkongtum — 2026-07-19

Background and Aims: The Thai logistics industry has experienced continuous growth, particularly in the Bangkok Metropolitan Area, which serves as the country's primary transportation and distribution hub. The selection of rental warehouses or third-party logistics (3PL) warehouses has become a critical strategic decision for logistics operators. This study aimed to investigate the factors influencing the selection of rental warehouses by logistics operators in the Bangkok Metropolitan Area and to analyze the level of importance and relationships among these factors.

Methodology: This quantitative research employed a survey research design targeting logistics manager, sourcing managers, and middle-level executives in medium and large transportation and logistics companies registered with the Department of Business Development, with at least two years of experience using rental warehouses. The sample consisted of 200 respondents, determined using Yamane's (1967) formula at a 95% confidence level with a 7% margin of error. Data were collected through online questionnaires and on-site interviews, with support from the Thai Transportation and Logistics Association network. Descriptive statistics (mean, standard deviation, frequency) and inferential statistics, specifically multiple linear regression analysis, were used to analyze the data.

Results: The findings identified six key factors influencing rental warehouse selection: (1) cost and rental fee, (2) location, (3) security and accessibility, (4) warehouse technology, (5) contract flexibility, and (6) value-added services. Together, these factors explained 58.2% of the variance in warehouse selection decisions (R² = .582, F(6, 193) = 44.821, p < .001). Cost and rental fee (β = .312, p < .001) and location (β = .298, p < .001) exerted the strongest positive influence, followed by security and accessibility (β = .198, p = .001) and warehouse technology (β = .155, p = .015). Contract flexibility (β = .105, p = .115) and value-added services (β = .082, p = .242) did not significantly predict warehouse selection.

Conclusion: The findings provide empirical evidence and scientific insights to help logistics operators improve their procurement strategy and strategic planning. Warehouse owners and real estate developers can better understand market demands and priorities, enabling them to develop services aligned with market needs. Government agencies such as the Department of Business Development and the Digital Economy Center can utilize the results for resource allocation and policy formulation. This research aligns with SDG 9 (Industry, Innovation, and Infrastructure) and SDG 12 (Responsible Consumption and Production), contributing to an efficient, modern, and sustainable logistics industry.