https://so03.tci-thaijo.org/index.php/sduhs/issue/feed 2026-06-24T00:00:00+07:00 Panarat Srisaeng jmss@dusit.ac.th Open Journal Systems <p id="isPasted">Journal of Multidisciplinary in Social Sciences (JMSS) is an international, peer-reviewed journal that aims to publish original articles, review articles, and book reviews within the multidisciplinary fields of social sciences. JMSS serves as a platform for researchers, scholars, and practitioners to disseminate their research findings and insights, fostering interdisciplinary collaboration and knowledge exchange. The journal welcomes contributions from diverse disciplines, including educational sciences, business, tourism and hospitality, management sciences, as well as other related fields such as linguistics, demographics, social and cultural studies, political sciences, law, communication arts, and economics.</p> <p>Manuscripts with research contents from multiple subject fields under the aims and scope of the journal, and/or with presentation of potential applications of the research findings will be preferably considered for peer review. This should be explicitly explained in the cover letter when submitting manuscripts for publication.</p> <p><strong>Topics of interest for JMSS include:</strong></p> <p><strong>Education:</strong> Research examining educational policies, practices, innovations, curriculum development, teaching methodologies, educational technology, educational psychology, and educational outcomes.</p> <p><strong>Tourism and Hospitality:</strong> Studies focusing on tourism management, destination marketing, hospitality operations, tourist behavior, sustainable tourism, cultural tourism, gastronomy tourism, event management, airline management, and hotel management.</p> <p><strong>Management:</strong> Research exploring business management, supply chain management, organizational behavior, leadership, human resource management, strategic management, marketing, entrepreneurship, innovation, and corporate social responsibility.</p> <p><strong>Other related fields:</strong> Contributions related to linguistics, demographics, social and cultural studies, political sciences, law, communication arts, and economics are also encouraged.</p> <p><strong>Journal of Multidisciplinary in Social Sciences<br /></strong>Journal Abbreviation: JMSS<br />Online ISSN: 2673-0235<br />Start Year: 2004<br />Language: English (since Vol. 15 No. 1, 2019)</p> <p><strong>Editor-in-Chief<br /></strong><a href="https://www.scopus.com/authid/detail.uri?authorId=56578825400"><strong>Panara</strong><strong>t</strong><strong> Srisaeng</strong></a><br /><a href="https://drive.google.com/file/d/1iBhMRRrt8ghEFNsjliakwUvGs_liE4l6/view?usp=drive_link"><strong>Biography</strong></a></p> <p><strong>Change of journal title in 2019</strong></p> <p>Journal of Multidisciplinary in Social Sciences (JMSS) was first published in 2004 under the name of SDU Research Journal Humanities and Social Sciences and continued for 14 years starting from 2004 to 2018 (ISSN-print as 1905-2847 and ISSN-online as 2408-1582). In 2019, the journal modified the aim and scope for clarification and changed the name to Journal of Multidisciplinary in Social Sciences with the new International Standard Serial Number: ISSN 2672-9806 (Print) ISSN 2673-0235 (Online) and in 2016 (Vol.16), the journal published only in online version.</p> <p><strong>Change of submission platform</strong></p> <p>Our Journal has changed the submission platform from ScholarOne to the new submission platform Thai ES: Thai Editorial System on 10 May 2023. However, the manuscripts that are currently being reviewed by our team will be used ScholarOne through the end of December 2023.</p> https://so03.tci-thaijo.org/index.php/sduhs/article/view/293697 2025-10-07T16:10:12+07:00 Nachanan Suphasirisuk nachanan.edu@gmail.com Panida Sakuntanak panidam@g.swu.ac.th

<p>In contemporary education, schools face increasing pressure to foster innovation while addressing diverse contextual challenges, including teacher shortages, limited resources, and varied student needs. Despite national policies emphasizing creative and adaptive learning, many school leaders lack structured approaches to systematically develop innovation-oriented management practices. This study examines how school leaders implement innovation-oriented management using a Design Thinking (DT) framework as an analytical lens. The research aims to: (1) analyze school contexts, problems, and policies across diverse settings; (2) investigate innovative management and instructional practices, particularly in relation to DT principles; and (3) explore professional development pathways that facilitate DT-informed leadership. A multiple-case study design was employed. Data were collected through in-depth interviews with twelve school leaders from urban, ethnic minority, and remote schools, complemented by focus group discussions to capture collaborative practices and validate interpretations. The interview protocol and focus group discussion guide were reviewed for content validity by eight experts in educational leadership and innovation, ensuring clarity, relevance, and comprehensiveness. The findings show that urban schools utilized technology and integrated curricula, while ethnic minority and remote schools adopted adaptive strategies such as multi-grade teaching, community partnerships, and culturally responsive instruction. School leaders demonstrated implicit DT practices, including empathy-driven problem framing, iterative reflection, and collaborative solution development, despite having limited formal knowledge of DT. Professional development pathways included self-directed, experiential, network-based, and inquiry-oriented learning. Leadership approaches encompassed organizational and community development, reflecting DT-oriented, technology-driven, and problem-solving styles. Integrating DT within Professional Learning Communities (PLCs) and aligning policies with local contexts can enhance leadership capacity for genuine innovation, thereby providing guidance for cultivating creative, adaptive, and context-sensitive school leaders.</p>

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