Higher Education Studies, Issue: Vol.16, No.3

Development of a Learning Innovation Competency Enhancing Program for Science Teachers Based on the Engineering Design Approach

Fri, 19 Jun 2026 12:28:08 +0000

This study developed a professional development program to enhance science teachers’ learning innovation competency through an engineering design approach. Guided by a research and development framework, the study was conducted in two phases. Phase 1 synthesized a competency framework from related literature, resulting in four sub-competencies—Preparing, Creating, Implementing, and Assessing—with 15 behavioral indicators. The framework and related instruments were validated by five experts, and all indicators met the acceptable criterion for content validity. Phase 2 translated the framework into a professional development program consisting of eight engineering design steps and six training modules. The draft program was evaluated by experts, rated at a high to very high level of appropriateness, and piloted with 14 science and technology teachers in an authentic school setting. Data from participant reflections, observer records, self-assessment, and satisfaction ratings informed program refinement. The findings indicate that the program was conceptually sound, contextually relevant, and operationally feasible, while also highlighting the need to improve activity sequencing, reflection structure, competency-activity-assessment alignment, and evidence-based evaluation criteria. This study contributes both a validated competency framework and a systematically refined professional development program for science teachers. Future research should examine the effectiveness of the program in full-scale implementation.

Factors Associated with Completion, Attrition, Persistence, and Extended Time to Degree in Online Doctoral Programs: A Scoping Review

Fri, 19 Jun 2026 12:28:08 +0000

Online doctoral programs have expanded across disciplines and institutional settings, yet the literature on completion, attrition, persistence, and extended time-to-degree remains fragmented. This scoping review mapped peer-reviewed, open-access empirical studies on factors associated with these outcomes in online doctoral programs. The review followed PRISMA-ScR reporting principles and JBI methodological guidance. The search targeted open-access articles that are also discoverable through major scholarly indexing systems, even when accessed directly via open interfaces or publisher sites. Across ERIC, DOAJ, targeted journal sites, DOI-based discovery, and backward and forward citation chasing, 66 records were identified. After removal of 15 duplicates, 51 titles and abstracts were screened, 36 full texts were assessed for eligibility, and 22 studies were included. The studies were published between 2007 and 2025 and were concentrated in U.S.-based contexts in education, leadership, and psychology, with smaller contributions from Canada, Spain, and Australia. Seven studies examined direct outcomes or explicit persistence-group membership, whereas 15 examined persistence-related proxy constructs. Across the sample, the most frequently studied domains were supervision, advising, mentoring, dissertation-stage structure, peer and cohort interaction, and program integration. The clearest direct evidence concerned dissertation-stage architecture and time to completion. Overall, the field is conceptually rich but methodologically uneven. This review offers a transparent evidence map of an open-access study sample and clarifies where direct evidence on completion and attrition remains limited.

Developing an Assessment for Learning (D-R-F-A Model) through Digital Reflective Practices to Enhance Assessment Literacy among Pre-Service Teachers

Fri, 19 Jun 2026 12:28:08 +0000

This study aimed to develop and evaluate an Assessment for Learning model integrating digital reflective practices to enhance assessment literacy among pre-service teachers. The study addressed persistent challenges in teacher education, particularly the gap between theoretical knowledge of assessment and its practical application in authentic classroom contexts. To respond to this issue, the researchers designed the D-R-F-A Model, which consists of four interconnected stages: Define Goal, Reflective Action, Feedback Loop, and Adjustment. The model emphasizes continuous feedback, structured reflection, and iterative improvement supported by digital technologies. A mixed-methods research design was employed to examine the effectiveness and suitability of the model. Guided by three research questions, this study examined (i) the key conceptual components of the model, (ii) its suitability based on expert evaluation, and (iii) its measurable impact on pre-service teachers, the research process consisted of three phases: (1) a systematic review and conceptual synthesis to establish the theoretical foundation of the model, (2) the development and implementation of the learning model in a teacher education course, and (3) the evaluation of learning outcomes using quantitative and qualitative data. The participants included 35 pre-service teachers enrolled in a course on educational measurement and evaluation. Data collection instruments included assessment literacy tests, digital reflective journals, expert evaluation forms, and satisfaction questionnaires. Quantitative data were analyzed using descriptive statistics, normalized gain scores, and paired-samples t-tests, while qualitative data were examined through content analysis to identify patterns of reflective thinking and professional development. The results revealed a statistically significant improvement in assessment literacy following the implementation of the model. The average post-test score was higher than the pre-test score, with a normalized gain score of 0.54, indicating a medium level of learning development, and a large effect size (Cohen’s d = 1.50). In addition, the level of digital reflective skills increased progressively across the intervention period, reaching an excellent level of performance. Participants also reported a high level of satisfaction with the learning process, particularly in relation to the use of digital tools for feedback and reflection. The study contributes to the field of teacher education by providing an empirically validated instructional model that operationalizes formative assessment principles through digital reflective practices. The findings suggest that integrating structured feedback cycles and technology-supported reflection can strengthen professional competence, promote self-regulated learning, and support sustainable professional development among future teachers.

Exploring EFL Pre-service Teachers’ Competencies in Promoting Higher-Order Thinking Skills: A Delphi Study

Fri, 19 Jun 2026 12:28:08 +0000

Competencies of Thai EFL pre-service teachers in integrating English language teaching with higher-order thinking skills (HOTS) play a crucial role in student development. However, these competencies remain underexplored. This study aimed to explore Thai EFL pre-service teachers’ competencies, namely knowledge, skills, attitudes, and attributes for promoting HOTS in students. The Delphi technique was employed for data collection, beginning with an open-ended questionnaire in the first round, followed by 5-point rating scale questionnaires in the second and third rounds to reach consensus. A total of 40 experts were purposively selected from faculties of education at various universities across Thailand. They were divided into four panels, each comprising 10 experts in the fields of English language teaching, educational psychology, curriculum and instruction, and measurement and assessment. Content analysis was used to analyze qualitative data from the first round. Mean, standard deviation, and interquartile range (IQR) were used to determine the level of consensus for each item. The findings revealed a high level of consensus across four competency domains. In the knowledge domain, the consensus included linguistic knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, technological knowledge, knowledge of thinking theories, and research knowledge. The skill domain comprised both hard and soft skills, including pedagogical skills, English language proficiency, technological skills for teaching, teamwork and collaboration, thinking skills, and life and career skills. The attitude domain consisted of affective, cognitive, and psychomotor subdomains such as enthusiasm for learning and teaching HOTS, caring and empathy, belief in the importance of HOTS, and commitment to HOTS development. Finally, the attribute domain encompassed both personal and professional attributes essential for effectively promoting HOTS in students.

Developing a Competency-Based Practice Guidebook for Climate Change Mitigation in the Oleochemical Value Chain: Implications for Higher Education

Fri, 19 Jun 2026 12:28:08 +0000

This study addresses the persistent gap between sustainability awareness and practical implementation in climate change mitigation by developing a competency-based practice guidebook for Climate Change Mitigation in the Oleochemical Value Chain: Implications for Higher Education. While prior research has emphasized technological and policy solutions, limited attention has been given to pedagogical tools that effectively translate sustainability knowledge into actionable competencies among future professionals. Using the Oleochemical value chain as an applied learning context, this study employed a sequential mixed-methods design consisting of three phases: (1) analysis of existing situation and needed condition for climate mitigation practices and identification of key success factors through a survey of 244 stakeholders and 9 Top Management in-depth interviews, (2) development and expert validation of a competency-based practice guidebook, and (3) evaluation of the guidebook through stakeholders who are experienced as subject matter expert via focus group discussions. The findings reveal a significant gap between awareness and implementation across upstream, midstream, and downstream sectors. Key success factors include leadership commitment, stakeholders’ collaboration, regulatory support, technological innovation, and market awareness. The developed guidebook was evaluated as highly suitable, possible, and usefulness. Importantly, it significantly enhanced participants’ sustainability competencies, including knowledge, skills, and attributes. From a higher education perspective, the guidebook functions as a practice-based learning tool that supports experiential and competency-based practice aligned with Education for Sustainable Development (ESD). The guidebook was designed through a value chain based modular structure consisting of upstream, midstream, and downstream sectors, each containing climate change mitigation related topic of practical strategies, operational guidelines, checklists, linkage tables, monitoring indicators related to climate change mitigation and implementation readiness level. It facilitates the integration of real-world industrial challenges into curricula, promoting systems thinking, problem-solving, and adaptive learning. This study contributes to the field of higher education by proposing a structured approach to embedding sustainability competencies through applied learning tools. It also offers practical implications for curriculum design and the development of industry-linked pedagogical innovations that prepare graduates to address complex climate challenges.

A Program Development for Enhancing Teachers’ Entrepreneurial Competency in Vocational Education Institutions in the Northeast

Fri, 19 Jun 2026 12:28:08 +0000

This research aimed to 1) study the components and indicators of teachers’ entrepreneurial competencies, 2) study the current conditions, desirable conditions, and priority needs for enhancing entrepreneurial competencies among vocational teachers, 3) develop an entrepreneurial competency enhancement program for teachers, and 4) evaluate the results of implementing the developed program. A Research and Development (R&D) methodology was employed, consisting of four phases. Phase 1 involved document analysis and content synthesis to identify the components and indicators of teachers’ entrepreneurial competencies, which were approved by seven experts, as appropriate. Phase 2 studied the current and desirable conditions, as well as priority needs for competency enhancement. The sample was 186 participants, including 64 college administrators, 61 heads of commercial and entrepreneurial promotion units, and 61 vocational teachers under the Office of the Vocational Education Commission in Northeastern Thailand. Phase 3 focused on program development through in-depth interviews with five experts and administrators from best-practice institutions, followed by focus-group discussions and expert evaluations of the program's appropriateness, feasibility, and utility. Phase 4 evaluated the results of program implementation with a purposively selected group of 30 teachers from Kalasin Industrial and Community Education College. Research instruments included semi-structured interview forms, 5-point rating scale questionnaires, focus group discussion records, and evaluation forms. Data were analyzed using percentages, means, standard deviations, the Modified Priority Needs Index (PNI_modified), and content analysis. The findings revealed that: 1. Teachers’ entrepreneurial competencies comprised three major components with fourteen indicators: (1) knowledge competency (general business knowledge, financial and accounting management, business operations, business plan development, and business law and taxation); (2) skills competency (communication and negotiation, teamwork, problem-solving, planning and management, and marketing); and (3) personal attributes (business ethics, risk-taking, responsibility, and achievement orientation). 7 Experts were approved as appropriate, and all components and indicators were appropriate at the highest level. 2. The current condition of teachers’ entrepreneurial competency enhancement was rated at a high level, while the desirable condition was rated at the highest level. Priority needs were ranked as follows: knowledge competency, skills competency, and personal attributes, respectively. 3. The developed program consists of the following components: program principles, program objectives, program contents, model and methods of competency development, competency development activities, and program evaluation. The 9 experts' assessment of the program revealed the highest levels of appropriateness, feasibility, and usefulness. 4. The post-implementation results showed that teachers’ entrepreneurial competencies significantly improved from a moderate level before development to the highest level after development. Participant satisfaction with the program was also rated highly.

Implementation and Effect Evaluation of a Smartphone Sensor Supported Physics Experiment Training Project

Fri, 19 Jun 2026 12:28:08 +0000

Against the background of educational digitalization, smartphone sensors have increasingly been introduced into physics experiment teaching. However, it remains to be empirically examined whether their pedagogical effectiveness derives from the technological features of smartphone sensors themselves or from a structured implementation mechanism. Taking physics experiment courses in teacher education universities as the research context, this study designed a structured experiment training project based on the PDCA cycle. Smartphone sensors were embedded into a competency-oriented task system. A quasi-experimental pre-test and post-test control group design was adopted (N=60), and independent-samples t tests were used to examine the statistical significance of between-group differences. The study systematically evaluated the effects of this model on the development of students’ experimental competency and further conducted a multidimensional analysis based on a satisfaction survey.

The results show that the experimental group achieved significantly greater improvement than the control group in experimental design competency, data collection and analysis competency, and problem-solving competency, with the most notable gains observed in higher-order competencies. Students also gave positive evaluations of the clarity of instructional organization and their classroom participation experience. The findings further indicate that the key to effective technology integration does not lie in the mere introduction of tools, but in whether these tools are embedded in a structured implementation mechanism with clearly defined competency objectives and stable feedback cycles. This study provides a practical pathway, a replicable organizational framework, and empirical evidence for the reform of physics experiment courses in universities with similar resource conditions.

Program Development for Enhancing Teachers' Active Learning Management Competencies for Students’ Entrepreneurship Development in Vocational College in the Northeast

Fri, 19 Jun 2026 12:28:08 +0000

This study developed and validated a competency enhancement program for vocational teachers in Northeastern Thailand, addressing critical gaps in active learning implementation and entrepreneurship education. Using an exploratory sequential mixed-methods design, data were collected from 321 teachers across 23 vocational colleges and nine expert informants. The Modified Priority Needs Index (PNImodified) revealed measurement and evaluation and instructional media development as very high priority competencies. The resulting five-modules program demonstrated high appropriateness. This research contributes an empirically validated framework integrating active learning pedagogy with entrepreneurship education, offering scalable implications for vocational education systems in emerging economies.

How Digital Content Systems and Pedagogical Practices Drive 4C Competencies: Evidence from Structural Equation Modeling in Higher Education

Fri, 19 Jun 2026 12:28:08 +0000

This research explores the relationships between Enterprise Content Management (ECM), Educational Content Practices (ECP), Institutional Support (IS), and 4C core literacy in the academic environment. A quantitative research approach was applied to gather data from 586 undergraduates in Nanyang, China, which was then examined using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). The measurement model had high reliability and validity (Cronbach's α = 0.923; CFI = 0.942; RMSEA = 0.048). The structural results indicate that ECM significantly influences both ECP (β = 0.615, p < 0.001) and 4C core literacy (β = 0.642, p < 0.001). ECP has the greatest direct impact on 4C competencies (β = 0.703, p < 0.001) and partially mediate the effects of ECM on 4C core literacy. Institutional Support plays an important moderating role for ECM, ECP, and 4C. The results confirm a "Digital System-Pedagogical Practice-Institutional Support" pathway and build on Resource-Based View and constructivist learning theory in the realm of digital transformation in tertiary education.

Development of a Training Curriculum for Enhancing Digital Technology Competency in Educational Innovation Design and Creation for Teachers under the Office of the Basic Education Commission’s Opportunity Expansion Schools in Chaiyaphum Province, Thailand

Fri, 19 Jun 2026 12:28:08 +0000

This research article aimed to: 1) analyze the problems and priority needs for enhancing digital technology competencies, 2) develop a training curriculum, and 3) evaluate the developed curriculum’s effectiveness. The sample comprised 150 teachers in Stage 1, 7 experts in Stage 2, and 50 science and technology teachers in Stage 3. Research instruments included need assessment questionnaires, the training curriculum, suitability evaluation forms for the training curriculum, knowledge tests, digital technology competency assessment forms, and satisfaction questionnaires. Research findings: 1. The assessment of current conditions for enhancing teachers' digital technology competencies was moderate; however, the desirable conditions ranged from high to the highest level. Consequently, the development of digital media to advance educational innovations was identified as the highest-priority need (M = 4.68, SD = 0.47, PNI_modified = 0.35), 2. The developed curriculum consisted of 6 components: (1) curriculum principles, (2) training objectives, (3) curriculum content, (4) training methodology, (5) supporting media and activity, and (6) training evaluation. The curriculum was rated as highly appropriate. 3. Curriculum Implementation Results: (1) The post-training scores for both knowledge and digital technology competency were significantly higher than the pre-training baselines. (2) Overall teacher competency was at the 'performing' level (corresponding to the national standard of 'Chamnan-kan')." (3) Overall teacher satisfaction was at a high level.

Virtual Reality-Enhanced Nursing Education: Meta-Analytic Evidence on Knowledge, Skills, and Motivation

Fri, 19 Jun 2026 12:28:08 +0000

Virtual reality (VR) has gained increasing prominence in nursing education; however, quantitative evidence comparing its effectiveness across learning outcomes remains limited. This meta-analysis synthesized findings from six experimental and quasi-experimental studies to evaluate the impact of VR-based instruction on motivation, knowledge, and skill performance among nursing students. The review followed the PRISMA 2020 guidelines for study identification, screening, eligibility assessment, and inclusion. Risk of bias for each study was evaluated using the Revised Cochrane Risk-of-Bias tool (RoB 2.0). Standardized mean differences (Hedges’ g) were calculated under a random-effects model, and all statistical analyses were performed using Stata 18. The overall pooled effect demonstrated a statistically significant advantage of VR-based learning compared with traditional instruction (Hedges’ g = -16.58, 95% CI [-28.66, -4.49], p = .01). Subgroup analyses revealed that VR produced the strongest effect on motivation (g = -35.43, p = .02), whereas knowledge (g = -7.33, p = .13) and skill performance (g = -9.88, p = .26) showed positive but non-significant effects. Substantial heterogeneity (I² > 98%) reflected variation in VR fidelity, intervention duration, clinical contexts, and assessment instruments. Funnel plot inspection indicated minimal evidence of publication bias. Overall, these results highlight VR’s strong potential to enhance affective learning outcomes, particularly motivation and engagement. While cognitive and psychomotor gains were less pronounced, the consistently positive direction suggests that multi-session VR integration, structured debriefing, and competency-based frameworks may improve outcomes. Future research should adopt rigorous randomized designs, standardized reporting, and longitudinal assessments to clarify VR’s sustained educational benefits.

Integrating the Engineering Design Process and Metacognition: An Instructional Model to Enhance Higher-Order Thinking and Computational Thinking Skills in High School Students

Fri, 19 Jun 2026 12:28:08 +0000

This research aimed to (1) develop an instructional model integrating the engineering design process and metacognition (EDP-Meta Instructional Model) to enhance higher-order thinking competencies and computational thinking skills and (2) evaluate the effectiveness of the developed model. The study was conducted in two phases: model development and implementation using a quasi-experimental design. The sample consisted of 50 Grade 10 students obtained through cluster random sampling, divided into an experimental group (n = 24) and a control group (n = 26). An a priori power analysis confirmed adequate statistical power. Research instruments included lesson plans, a higher-order thinking assessment (Cronbach’s α = .85), and a computational thinking assessment (KR-20 = .82). Data were analyzed using descriptive statistics, paired-samples t-tests with Cohen’s d, and multivariate analysis of variance (MANOVA) with partial eta squared (η²p).

The results revealed that (1) the developed instructional model comprised seven main components with six integrative instructional phases; expert evaluation confirmed the highest level of structural suitability and validity (M = 4.76, SD = 0.43); and (2) the experimental group demonstrated significantly higher post-test scores in higher-order thinking (M = 24.38, SD = 3.12) and computational thinking (M = 15.54, SD = 2.15) than the control group and than their own pre-test scores at the .05 significance level. MANOVA results confirmed a significant positive impact on both dependent variables (Pillai’s Trace = .385, F(2, 47) = 14.72, p < .001), and follow-up univariate tests yielded large effect sizes for higher-order thinking (η²p = .638) and computational thinking (η²p = .373). These findings indicate that the EDP-Meta model constitutes an effective pedagogical innovation for elevating students’ 21st-century skills.

Development of an Augmented Reality Board Game Set to Promote Self-Awareness Behaviors and Life Skills Among Early Elementary Students

Fri, 19 Jun 2026 12:28:08 +0000

This study aimed to: (1) develop and evaluate the quality of an Augmented Reality (AR) board game set - entitled “Awareness of Us, Awareness of Them” - for promoting virtuous behaviors and life skills reflecting self-awareness among early elementary school students in Phetchaburi Province, Thailand; and (2) compare students’ self-awareness-related behaviors and life skills before and after using the AR board game set. A Research and Development (R&D) design comprising five sequential phases was employed. The sample consisted of 60 Grade 3 students drawn from two schools - Saint Joseph Phetchaburi School and Anuban Phetchaburi School - selected through cluster random sampling. Research instruments included document analysis forms, structured questionnaires, interview protocols, activity facilitation assessment rubrics, and a behavioral observation checklist. Data were analyzed using the mean (x ), standard deviation (S.D.), dependent-samples t-test, and content analysis. The AR board game set comprised four thematically distinct games: (1) The Forest of Self - Discovery, (2) Mirror of Insight, (3) Bridge of Understanding, and (4) Summit of Pride, each targeting specific dimensions of self-awareness. Expert evaluation confirmed that the overall quality of the game set was at the highest level (x = 4.89, S.D. = 0.48). Following implementation, students demonstrated significantly higher scores on self -awareness behaviors and life skills than before the intervention (t = -69.06, p < .001), with mean scores increasing from 26.97 (29.32%) to 81.42 (88.50%) out of a possible 92 points, representing a 59.18% improvement.

These findings suggest that AR-integrated board games constitute an effective pedagogical innovation for developing moral competencies and life skills in young learners.

From Compliance to Innovation: Developing Governed Intrapreneurship Among Accounting and Finance Professionals

Fri, 19 Jun 2026 12:28:08 +0000

The accounting and finance profession has traditionally emphasized compliance, precision, and risk control. However, rapid digital transformation and increasing organizational complexity have intensified expectations for professionals to contribute strategically to innovation while maintaining professional accountability. This study explores the emergence of “Governed Intrapreneurship,” a context-specific form of intrapreneurial behavior within regulated accounting and finance environments. Using a qualitative research design, in-depth interviews were conducted with 15 key informants, including accounting and finance executives, human resource managers, and academic experts in Thailand’s private sector. Data were analyzed using thematic analysis. The findings reveal that accounting and finance professionals increasingly experience tension between traditional compliance-oriented responsibilities and organizational demands for innovation and adaptability. The study identifies Governed Intrapreneurship as a distinct professional orientation characterized by bounded innovation, ethical accountability, governance-sensitive creativity, and calculated risk management. Major barriers to intrapreneurial development include excessive routine workloads, perfectionism culture, hierarchical structures, and fear of professional error. In contrast, supportive learning cultures, psychological safety, leadership support, and greater decision-making autonomy were found to strengthen innovation-oriented behavior within professional boundaries. The study contributes to the literature by extending intrapreneurship theory into regulated professional contexts and proposing Governed Intrapreneurship as a conceptual framework for developing future-ready accounting and finance professionals. Implications for higher education include curriculum redesign emphasizing innovation capability, experiential learning, interdisciplinary collaboration, and entrepreneurial mindset development.

Determinants of AIEd Success: An Extended UTAUT2 Perspective with CB-SEM

Fri, 19 Jun 2026 12:28:08 +0000

Artificial intelligence (AI) is transforming higher education by enabling personalised learning, automated assessment, and intelligent instructional support. This study aims to (1) investigate the factors influencing the success of artificial intelligence in education (AIEd) and (2) develop a predictive equation for AIEd success. This quantitative study employed covariance-based structural equation modelling (CB-SEM) combined with the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), extended by incorporating Trust (TR) and Self-Efficacy (SE) as additional constructs. Data were collected from 381 university lecturers in Thailand who had prior experience with AIEd via an online questionnaire. Confirmatory factor analysis (CFA) was used to assess measurement model validity, while CB-SEM was employed for hypothesis testing. The model demonstrated good fit (CMIN/df = 1.95; GFI = 0.985; CFI = 0.918; RMSEA = 0.050; SRMR = 0.052). Results indicated that Intent to Adopt AI for Teaching (IA) was the strongest predictor of AIEd success (SAU), with a standardised path coefficient of β = 0.423 (p < 0.001), explaining 60.84% of the variance in SAU. Facilitating Conditions (FC), Trust (TR), and Price Value (PV) also demonstrated significant positive effects. Notably, Performance Expectancy (PE) and Effort Expectancy (EE) influenced SAU indirectly through Trust rather than directly through IA, suggesting a trust-mediated pathway to AIEd adoption. Limitations regarding the convergent validity of the IA construct are acknowledged, and implications for educational technology policy and practice are discussed.

Development of a School Administration Model under the Education Fund Project toward Excellence

Fri, 19 Jun 2026 12:28:08 +0000

This research aimed to investigate the components of a school administration model under the Education Fund Project Toward Excellence, examine the goodness-of-fit of the structural relationship model with empirical data, and develop as well as validate the proposed model. The study employed a mixed methods research design. The sample consisted of 720 school administrators and teachers from Education Fund schools, selected through multi-stage sampling. The research instruments included structured interviews and a five-point rating scale questionnaire. Data were analyzed using descriptive statistics and Confirmatory Factor Analysis (CFA).

The findings revealed that the proposed administration model comprised seven major components: Executive Leadership, Strategy, Management of the Entire System, Focusing on Students and Parents, Knowledge Management, Development of Moral Identity, and Evaluation. The results of the second-order Confirmatory Factor Analysis indicated that the model demonstrated a good fit with the empirical data, with χ²/df = 4.244, CFI = 0.957, TLI = 0.942, RMSEA = 0.067, and GFI = 0.915. These findings indicated that all components were significantly related and effectively explained the structure of the administration model.

The evaluation by experts further showed that the developed model achieved the highest levels of propriety, feasibility, congruity, and utility. The study concluded that the model possesses structural validity, academic reliability, and practical applicability for sustainable educational administration toward excellence.

Servant Leadership of Catholic School Administrators under Suratthani Diocese

Fri, 19 Jun 2026 12:28:08 +0000

The Objectives of this study were 1) to develop servant leadership of school administrators in Catholic schools within the Diocese of Surat Thani and 2) to examine the effects of implementing servant leadership among these administrators. This research employed the Delphi Technique and a quasi-experimental design (Pretest–Posttest One Group Design) and was conducted in two phases.

Phase 1 focused on developing servant leadership of school administrators in Catholic schools within the Diocese of Surat Thani. The participants were 17 Catholic clergy and religious leaders serving as school managers, directors, and vice-directors. A 5-point Likert scale questionnaire was administered in two rounds. Analysis revealed that all nine dimensions of servant leadership achieved a median greater than 3.5, an interquartile range of less than 1.5, and a difference between the mode and median (Mo–Md) not exceeding 1.0, indicating consensus among the experts. The nine dimensions were deemed suitable as the servant leadership framework for Catholic school administrators in the diocese of Surat Thani, named LEAD SERVE.

Phase 2: involved implementing LEAD SERVE in Thida Mettatharm Kindergarten School, Phatthalung. LEAD SERVE comprised nine dimensions with a total of 45 indicators: 1) Long Vision (L) – 5 indicators, 2) Empathy (E) – 5 indicators, 3) Affection (A) – 5 indicators, 4) Dedication to Serve (D) – 5 indicators, 5) Strengthen Others (S) – 5 indicators, 6) Egolessness (E) – 5 indicators, 7) Raise People (R) – 4 indicators, 8) Value and Spirit (V) – 6 indicators, and 9) Equity and Trustworthy (E) – 5 indicators.

The results of the implementation revealed that knowledge of servant leadership, values toward servant leadership, and overall effectiveness in school administration-including academic management, budgeting, personnel, and general administration-significantly improved after applying LEAD SERVE. Posttest scores were higher than Pretest scores across all dimensions, demonstrating that LEAD SERVE is an appropriate and effective servant leadership framework for use in Catholic schools within the Diocese of Surat Thani.

Buddhist Studies as a Mechanism for Citizenship Construction in the Thai State, 1960–1992

Fri, 19 Jun 2026 12:28:08 +0000

This article analyzes the development of moral, ethical, and ethical education in Thai schools between 1960 and 1992, reflecting the power relations between the state, political ideology, and religious institutions. The study found that during the 1960s, the state prioritized economic development, while exercising disciplinary measures and restricting the teaching of certain moral principles that might hinder development. Later in the 1970s, Buddhism was used as a tool to counter communism, and this intensified after the events of October 6, 1976, when conservative forces used Buddhism to create unity and promote the ideology of good citizenship in a democratic system with a constitutional monarchy. This resulted in students of other religions becoming outsiders in the educational context. Later, in the 1980s and 1990s, an ideological clash arose between the technocratic approach to universal ethics and the conservative and monastic community's Buddhist ideology. This led to the inclusion of Buddhism as an elective and later compulsory subject, primarily driven by political motives rather than academic effectiveness.

Exploration of Tertiary Educators Perspectives of Supporting Neurodivergent Students in Higher Education

Fri, 19 Jun 2026 12:49:04 +0000

Neurodivergent (ND) individuals are people whose neurodevelopment diverges from what is 'typical', and includes conditions such as Autism, Attention Deficit Hyperactivity Disorder (ADHD) and dyslexia. A disproportionately lower percentage of the ND population complete tertiary education when compared to neurotypical peers. The aim of this study was to explore tertiary educators insights regarding the strengths and challenges of supporting ND students in the higher education context. Method: A convergent mixed-methods design was used to recruit 28 tertiary educators in an online survey measuring self-perceived ability to support ND students. Following this, seven semi-structured interviews with tertiary educators were carried out and analysed using a directed content analysis approach. Results: Integrated findings highlighted persistent barriers to consistent implementation of inclusive and neuro-affirming principles for ND students. Participants emphasised the impact of emotional regulation, executive function, and social belonging on ND students’ success and wellbeing, and identified a need for greater flexibility, understanding, and structural reform. While there were educators that demonstrated willingness and skill for implementing accessible design, overall educator confidence and capabilities were restricted by limited systemic support, neurotypical norms, and the 'opt-in' nature of training. Conclusion: Embedding neurodiversity-informed practices through Universal Design for Learning, policy alignment, and positive ND role-modelling within higher education institutions are critical for supporting wellbeing and social justice for ND individuals.

The Effects of Cooperative Integrated Reading and Composition (CIRC) with Activity-Based Learning on Grade 2 Students’ Spelling Ability

Fri, 19 Jun 2026 12:59:49 +0000

Spelling ability is an important foundation for elementary students’ reading and writing development, and the integration of Cooperative Integrated Reading and Composition (CIRC) with activity-based learning may help promote active participation and collaborative spelling practice among young learners. The purposes of the study were to 1) examine the effectiveness of the learning management plan based on the 75/75 criterion, 2) compare students’ spelling ability after the intervention with the established criterion, and 3) examine the effectiveness index of the instructional intervention. The participants consisted of 22 Grade 2 students selected through cluster random sampling during the first semester of the 2025 academic year at a primary school in Thailand. The research instruments included nine learning management plans totaling 18 instructional hours and a spelling ability test consisting of 30 multiple-choice items and 9 subjective items. The data were analyzed using mean, standard deviation, percentage, E1/E2 effectiveness analysis, effectiveness index (E.I.), and one-sample t-test. The results of the study showed that the effectiveness of the learning management plan was 78.03/80.22, exceeding the predetermined criterion of 75/75, and the students’ posttest spelling scores were significantly higher than the established criterion at the .05 level. In addition, the effectiveness index revealed substantial learning progress after the intervention. The study contributes to language education by supporting the use of cooperative and activity-based instructional approaches to enhance spelling ability among elementary school students.

A Study on the Effectiveness and Student Satisfaction of Music Literacy Training for Primary Education Majors Based on the PDCA Cycle

Tue, 23 Jun 2026 01:39:19 +0000

Against the backdrop of national policies supporting the cultivation of rural generalist teachers and the development of aesthetic education, improving music literacy among primary education majors has become a core priority for curriculum reform at normal universities. To tackle prominent challenges, including students' inadequate musical foundations, insufficient class time, and limited practical training opportunities, this study developed a systematic music literacy training framework grounded in the PDCA cycle. This study used a 12-week (24-hour) training program delivered to 30 primary education undergraduates at Chuxiong Normal University, China. A single-group pre-test and post-test quasi-experimental design, along with paired-samples t-tests, was adopted for quantitative data analysis. The empirical results reveal three key findings. First, participants earned a significantly higher average post-test score of 84.20 than their pre-test score of 67.37, indicating a highly statistically significant difference (t = -9.739, p < 0.001). Second, the average overall satisfaction score reached 4.59, placing it in the highest satisfaction tier. Third, participants achieved remarkable progress in core musical capabilities, including music theory, sight-singing, staff notation, and rhythmic perception, and reported strong recognition of the training's content, instructional approaches, scheduling, and learning gains. This research verifies that the PDCA-based music literacy training scheme can substantially improve students' musical proficiency, narrow individual ability gaps, and demonstrate strong operability, practicability, and participant acceptance. It further offers a reproducible, expandable, and optimizable practical framework, along with empirical evidence, for aesthetic education curriculum reform for primary education majors and for cultivating integrated teaching capacities among pre-service primary teachers.

Building Genre-based Argumentative Written Curriculum via Blended Settings in Yunnan, China

Tue, 23 Jun 2026 01:48:47 +0000

Genre-based theory has initially introduced to China in the 1990s, and has since become predominantly integrated into the English writing system in the bulk of China. However, according to the unbalanced development in English education in China, the effective implementation of genre-based theory embedded in the English argumentative writing courses has not been thoroughly validated in Yunnan locating in the Chinese southwest field. Additionally, skilled writing proficiency constitutes a vital part for EFL and ESL college students for completing their undergraduate degree in China. Most of mandatory English tests for Chinese college students require an over-standard skill in English writing, especially in argumentative writing. Hence, this study aims to investigate whether there is an improvement in college students’ writing proficiency and critical thinking ability through genre-based argumentative written course via blended settings in Yunnan. The researcher designed a genre-based argumentative written course via blended settings with 247 college freshmen as participants and invited five experts to evaluate the validity of the course. The findings provide significant implications on these participants’ argumentative writing proficiency, identifying the effectiveness of genre-based theory applied in the argumentative written course via blended settings. Simultaneously, successful integration of genre-based theory in argumentative written course via blended settings in Yunnan offers a pioneering evidence and guarantees for the development of English writing in China’s southwestern regions.

Integrated Outdoor STEM Education with BCG Economy Concepts for Promoting Students Competencies in Lampang, Thailand

Tue, 23 Jun 2026 11:55:29 +0000

This study aimed to examine the effectiveness of integrating Science, Technology, Engineering, and Mathematics (STEM) and Bio-Circular-Green Economy (BCG) in outdoor classroom activities. A mixed-methods research design using seven research instruments was employed in this study, including: 1) semi-structured questionnaires, 2) important learner competency assessment form, 3) learning activity plan, 4) satisfaction questionnaires, 5) observation form, 6) field note form, and 7) group discussions. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through content interpretation. 6 steps of engineering design for STEM-BCG activities including 1) Problem identification step, 2) The stage of gathering information and ideas related to the problem, 3) The stage of designing a solution, 4) The stage of planning and executing the solution, 5) The stage of testing, evaluating, and improving solutions, and 6) the step of presenting the solution to the problem applied in Fun Water Tanker, Herbal Slurpee, Herbal Soap, and Herbal Compress activities. The results revealed that the overall competencies of learners were 4.22 ± 0.81 and the overall 21st century skills score was 4.25 ± 0.78. These results were at a good level.

Development of a Teacher Training Curriculum in Experiential Learning under Thai Royal Education Policy

Wed, 24 Jun 2026 12:43:23 +0000

This study aimed to develop a teacher-training curriculum on experiential learning aligned with the Thai Royal Education Policy. The research objectives were: 1) to assess teachers' training needs in experiential learning, 2) to develop the training curriculum based on the Thai Royal Education Policy framework, and 3) to evaluate teachers' satisfaction with the implemented curriculum. The curriculum was specifically designed to support vocational development among disadvantaged students in Rajaprajanugroh Schools in Thailand's southern border provinces. The population comprised 395 teachers from seven target schools, with a purposively sampled sample of 367 government teachers. Research instruments comprised: 1) a training needs assessment questionnaire (IOC = 1.00, α = .981), 2) a curriculum appropriateness evaluation form (IOC = 1.00), and 3) a satisfaction questionnaire (IOC = 0.80-1.00, α = .936). Data analysis employed descriptive statistics. Results revealed the highest level of training need in experiential learning. The developed curriculum received the highest appropriateness rating, and teacher satisfaction was also the highest. The findings indicate that the curriculum was perceived as appropriate and satisfactory by participating teachers and provides a practical framework for supporting experiential learning management aimed at vocational and life-skill development for disadvantaged students.

Research on the Impact of Quality Accreditation on Faculty Perceptions of Training Programme Development in Vietnam

Thu, 25 Jun 2026 13:50:09 +0000

In higher education, quality accreditation has become an important mechanism for guiding training programme development, strengthening accountability, and supporting institutional quality assurance. Drawing on the theory of influence, this study examines the relationship between quality accreditation activities and faculty members' perceptions of training programme development in Vietnam. It also investigates how faculty members' positive and negative viewpoints on accreditation are associated with their perceptions of training programme development objectives, teaching activities, and assessment activities. The study used a quantitative survey design with 310 valid responses from faculty members at 11 higher education institutions in Vietnam. The questionnaire was developed using a five-point Likert scale and included five constructs with 36 observed variables after standardization. Data were analyzed using SPSS version 26. Cronbach's Alpha, exploratory factor analysis, and Pearson correlation analysis were used to examine scale reliability, construct validity, and associations among variables. The results indicated that the measurement scales were reliable and suitable for further analysis. Positive viewpoints on accreditation were positively correlated with all three dimensions of faculty perceptions, whereas negative viewpoints were negatively correlated with these dimensions, particularly perceptions of teaching activities. The findings suggest that faculty members' viewpoints are closely associated with how accreditation is perceived in relation to post-accreditation training programme development. The study contributes empirical evidence from Vietnamese higher education and offers practical implications for university management and accreditation policy.

Factors and Indicators of Competency for Secondary School Administrators in the New Era (BANI World) under the Office of the Basic Education Commission

Thu, 25 Jun 2026 13:54:54 +0000

The purposes of this research were: 1) to study the components and indicators of competencies of secondary school administrators in the new world (BANI World) under the Office of the Basic Education Commission; and 2) to study the guidelines for applying these components and indicators of competencies of secondary school administrators in the BANI World under the Office of the Basic Education Commission. The population consisted of 2,363 secondary school administrators under Office of the Basic Education Commission. The study was conducted in three phases: Phase 1 focused on studying the competency components and indicators; Phase 2 involved exploring guidelines for utilizing the components and indicators; and Phase 3 addressed the confirmation of the identified competency components and indicators. sample group for determining the components and indicators included 400 school administrators. The research used for factor determination. Instruments included semi-structured interviews and questionnaires. Data were analyzed using frequency, percentage, mean, standard deviation, Exploratory Factor Analysis (EFA) via Principal Component Analysis (PCA), and content analysis.

The Impact of Perceived Resilient Leadership on Teacher Boundary-Spanning Behavior in Hainan Provincial Universities, China: The Mediating Role of Constructive Responsibility Perception

Tue, 30 Jun 2026 11:51:54 +0000

This study examines the mechanism through which perceived resilient leadership influences Teacher boundary-spanning behavior among university teachers in Hainan Province, China, and further tests the mediating effect of constructive responsibility perception. Using university teachers in Hainan Province as the research sample, this study employed a convenience sampling method to conduct a questionnaire survey and obtained 756 valid responses. The research instruments included the Perceived Resilient Leadership Scale, the Constructive Responsibility Perception Scale, and the Teacher boundary-spanning behavior Scale. Structural equation modeling was used for all data analyses and hypothesis testing. The results indicate that perceived resilient leadership is significantly associated with teacher boundary-spanning behavior in universities in Hainan Province, China, and that constructive responsibility perception plays a mediating role in this relationship.

Embedding Entrepreneurship Education in Higher Education: A System-Level Analysis of Undergraduate Curricula

Thu, 02 Jul 2026 00:42:48 +0000

The current study examines how entrepreneurship education is structurally embedded within undergraduate curricula in higher education systems, using a comprehensive national dataset as an empirical case. Drawing on an analysis of all undergraduate study programmes offered by public higher education institutions in Greece, the study maps the presence and disciplinary distribution of entrepreneurship-related modules. The findings reveal that entrepreneurship education is widely present but remains predominantly elective, suggesting a limited degree of curricular institutionalization. Entrepreneurship Education provision is unevenly distributed across disciplines, with a strong concentration in business-related and technical fields and comparatively weak integration in areas such as health, arts, and humanities. The study further explores the relationship between curriculum-based entrepreneurship education and innovation-related outputs, such as patents and academic spin-offs, and finds no statistically significant association. This result indicates that the inclusion of entrepreneurship modules alone may be insufficient to generate entrepreneurial outcomes without complementary institutional and ecosystem-level support. By offering a system-level perspective on the organisation of entrepreneurship education, the study contributes to entrepreneurship education research by highlighting common structural patterns, disciplinary silos, and the limitations of course-based approaches. The findings provide transferable insights for educators, university leaders, and policymakers seeking to move from fragmented entrepreneurship offerings toward more integrated and impactful educational strategies.

Development of Sustainable College Counselors’ Quality and Promotion Strategies in Shaanxi Province

Tue, 07 Jul 2026 01:09:27 +0000

This mixed-methods study aimed (1) to study the current and expected situations of sustainable college Counselors’ quality and promotion in Shaanxi Province, (2) to develop strategies for enhancing sustainable college Counselors’ quality and promotion, and (3) to evaluate the feasibility and adaptability of the proposed strategies. A multi-stage sampling approach was employed: five universities were purposively selected to represent regional and institutional diversity, followed by stratified random sampling of 341 Counselors to ensure proportional representation. The primary instrument was a five-point rating-scale questionnaire with strong content validity (IOC = 0.80–1.00) and high reliability (α = 0.94). Additional tools included interview and focus-group protocols and feasibility/adaptability evaluation forms. Quantitative data were analysed using percentages, M, SD, and PNI_modified, while qualitative data were analysed using content analysis; strategy formulation applied SWOT and the TOWS Matrix with focus-group validation.

Findings indicated that the overall current situation was moderate (M = 3.18, SD = 0.22), whereas the expected situation was high (M = 4.00, SD = 0.07), demonstrating a consistent gap across dimensions. Ideological and political quality was a relative strength (current: M = 3.56, SD = 0.83; expected: M = 4.50, SD = 0.55), whereas professional evaluation and assessment (current: M = 3.15, SD = 0.58; expected: M = 4.42, SD = 0.58) and psychological and emotional quality (current: M = 2.97, SD = 0.99; expected: M = 4.44, SD = 0.57) were the weakest areas. Interviews with 10 informants corroborated excessive workload, high stress, limited mental-health support, insufficient professional development and research support, inadequate digital management tools, and unclear promotion criteria. The developed framework proposed one vision and five main strategies, supported by nine sub-strategies and 18 projects. Expert evaluation rated the strategies at the highest levels of feasibility (M = 4.63, SD = 0.21), and adaptability (M = 4.65, SD = 0.19).

The Development of a Science Learning Management Model for Elementary Science Teacher

Wed, 08 Jul 2026 13:00:55 +0000

The purpose of this study was to develop a learning management model that considers the factors influencing the learning management practices of elementary science teachers. Tests, questionnaires, and science learning management guides are some of the tools used in the study. The statistics used in the data analysis were the mean, standard deviation, t-test, and SEM. The results showed that: The development of science learning management abilities involves 5 steps: Step 1: Creating Interest; Step 2: Exploration and Search; Step 3: Explaining and Drawing Conclusions; Step 4: Expanding Knowledge; and Step 5: Evaluation. Inspiration for civic participation It has a statistically significant direct impact on learning management behavior at the 0.01 level. It depends on several important factors, such as the following: Examples of teacher professional competency include the incentive of having a public spirit that leads to learning management practices for elementary science instructors.

Perceived Teachers’ Empowering Leadership on Learning Engagement of Undergraduates of Private Universities in Yunnan, China: The Mediating Role of Peer Support

Thu, 09 Jul 2026 11:53:52 +0000

Drawing on Social Cognitive Theory, this study examined whether peer support mediates the association between perceived teachers’ empowering leadership and learning engagement among undergraduates at four private universities in Yunnan, China (N = 679). Structural equation modeling indicated a significant total effect of perceived teachers’ empowering leadership on learning engagement (β = .720, p < .001). When peer support was specified as a mediator, the direct effect remained significant (β = .473), and the indirect effect was β = .247 (95% CI [.179, .299]), accounting for approximately 34.3% of the total effect and supporting partial mediation. These findings suggest that empowering instructional behaviors are associated with learning engagement both directly and indirectly through peer support; the path from perceived teachers’ empowering leadership to peer support was β = .560, and peer support was in turn positively associated with learning engagement (β = .442). The results are consistent with a social-relational pathway from the instructional environment through peer dynamics to student engagement, and point to the role of collaborative classroom structures in supporting engagement in resource-constrained higher education settings.

Developing an AI-Integrated Infographic E-Book on Google Sites to Enhance Students’ Learning of Facebook Advertising

Wed, 15 Jul 2026 12:44:35 +0000

Due to the convenience of creating instructional media using AI and Google Sites, this research aimed to (1) develop and evaluate the quality of an AI-integrated infographic E-book on Google Sites designed to enhance students’ learning of Facebook Ads, (2) examine the learning achievement of the sample group after using the developed E-book, and (3) assess the satisfaction of the sample group toward the E-book. The sample consisted of 80 undergraduate students majoring in Educational Communications and Technology, Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi, enrolled in the ETM 314 Professional Experience Enhancement course during the first semester of the 2025 academic year. The participants were selected using accidental sampling and voluntarily responded to the questionnaires. The research instruments included of 1) the AI-integrated infographic E-book on Google Sites, 2) a quality evaluation form covering content and media presentation, 3) a learning achievement test, and 4) a satisfaction questionnaire. The result of the developed an AI-integrated infographic E-book on Google Sites consisting of five chapters. The results revealed that the E-book demonstrated at a very good quality in terms of content and media presentation. (x̄= 4.67, S.D. = 0.08), (x̄ = 4.57, S.D. = 0.21). The comparison of learning achievement scores showed that the post-test scores were significantly higher than the pre-test scores at the .05 level. Additionally, the overall satisfaction of the sample group was at the highest level. (x̄ = 4.65, S.D. = 0.45) In conclusion, the AI-integrated infographic E-book on Google Sites effectively enhanced students’ learning of Facebook advertising and is suitable for use as instructional media in relevant courses.

Human-AI Synergy via Hybrid Museum Experiences to Enhance Artificial Intelligence Journalist Characteristics

Thu, 16 Jul 2026 13:16:20 +0000

This research aimed to develop human-AI synergy via hybrid museum experiences (HASHME) to enhance artificial intelligence journalist characteristics. The authors divided the study into six phases. 1) Synthesizing the process of synergy between human and AI. 2) Synthesizing the elements of a hybrid museum experiences. 3) Synthesizing the artificial intelligence journalist characteristics. 4) Developing models for HASHME. 5) Develop a system for integrating HASHME to foster artificial intelligence journalist characteristics. and 6) Assessing the artificial intelligence journalist characteristics. This study utilizes hybrid museum experiences for facilitating student learning. The authors found that the overall suitability of the human-AI synergy model components through the hybrid museum experiences to promote artificial intelligence journalist characteristics was at the highest level of expertise (x̅= 4.85). The synergy between human and AI in a hybrid museum experiences, it was found that the assessment of the artificial intelligence journalist characteristics from the sample group, when compared to the criteria, showed that the overall artificial intelligence journalist characteristics were at a very high level. (x̅= 3.25). The research findings will lead to an improvement in the standards of the journalist by defining a framework of competencies and desirable attributes for artificial intelligence journalist. Higher education institutions can use this as a model for updating and modernizing curricula in journalist and mass media studies.

Reframing Productive Aging through Lifelong Learning: A Role-Based and Culturally Grounded Model from Thailand

Thu, 16 Jul 2026 13:23:35 +0000

As population aging accelerates globally, dominant models of productive aging remain largely Western-centric and economically oriented. This study reconceptualizes productive aging through a culturally grounded, role-based framework within the Thai context. Employing a qualitative multi-case design, in-depth interviews were conducted with eight exemplary older adults across four regions of Thailand. Thematic analysis identified seven socially embedded productive roles, including continuous worker, volunteer, knowledge transmitter, lifelong learner, community leader, network coordinator, and caregiver. Cross-case synthesis further revealed core enabling characteristics such as self-reliance, moral commitment, relational leadership, resilience, and lifelong learning orientation. The findings demonstrate that productive aging in collectivist societies is rooted in identity continuity, moral citizenship, and relational responsibility rather than solely economic output. Importantly, community-based elderly schools emerged as institutional mechanisms that cultivate and sustain productive engagement in later life. By integrating role theory, lifelong learning, and culturally embedded perspectives, this study advances a more inclusive theoretical model of productive aging and offers policy-relevant insights for rapidly aging societies.