International Education Studies, Issue: Vol.19, No.1

Assessing Education for Sustainability: Challenges and Recommendations for Enhancing Environmental Education Programs in Primary Schools

elpapad@physics.duth.gr (Eleni A. Papadopoulou) — Sat, 24 Jan 2026 11:25:44 +0000

The study examines the implementation of Environmental Education (EE) programs in primary education during 2023-2024. The purpose of this study is to explore the scope of the application of environmental education programs through the implementation of corresponding programs as well as their key characteristics. The methodology includes the collection of a large volume of data through emails and interviews, an approach related to the principles of Big Data. Data were gathered from 92 emails received from two elementary schools, which included information regarding the implementation of EE programs. Additionally, interviews were conducted as a source of qualitative data with EE Coordinators from five different regions, enriching the quantity of data collected through the emails. The results indicate that there are serious deficiencies in funding and support from the Primary Education Directorate, which limits the implementation and quality of the programs. The EE Coordinators recognize the importance of EE for the development of environmental awareness, but emphasize the need for better organization, training, and strengthening of student participation. Ultimately, the collection of data from two sources created a knowledge network, where information was interconnected and analyzed as a whole.

Teachers and Participatory Management to Develop Students’ Responsibility Skills

benyapa.sai@kksec.go.th (Benyapa Saisin) — Sat, 24 Jan 2026 11:33:50 +0000

This research focused on developing the Teachers and Participatory Management project to enhance Students’ Responsibility Skills at Buayaipitayakom School. The study employed the Participatory Action Research (PAR) methodology and was conducted over two cycles, each lasting one semester during the academic year 2021. There were three primary objectives for development: 1) achieving both expected and unexpected improvements, 2) facilitating collaborative learning among researchers, participants, and the school, and 3) acquiring Knowledge from practice within the specific context of Buayaipitayakom School. The study involved nine teachers and a target group of 353 students. The findings revealed positive changes, with assessments of students’ responsibility skills demonstrating improved averages across three phases: before the first Cycle, after the first Cycle, and after the second Cycle. Participants—including educators, and school staff—recognized the importance of teamwork and project-based learning management. Ultimately, the Knowledge gained from this initiative culminated in the “operational model for developing responsible skills in students at Buayaipitayakom School.”

The Development of Creativity by Using 5E Inquiry Learning Activities Integrated with Games on Social Studies, Religion and Culture Subject of Phrathomsuksa 4 Students

65010588017@msu.ac.th (Wanwisa Sattabut) — Sun, 25 Jan 2026 13:01:18 +0000

The purposes of the research were 1) to develop a 5E inquiry-based learning activity with games that promote creativity in Phrathomsuksa 4 Students with an efficiency of 80/80, 2) to find the learning effectiveness index of students with the created plan, 3) to compare students with’ creativity before and after learning, and 4) to study students’ satisfaction with the created plan. The sample group used in this research was 23 Phrathomsuksa 4 Students of Nong Son Don Tiew School, Mahasarakham Primary Educational Service Area Office 2, selected by purposive sampling. The research instruments consisted of 1) a 5E inquiry-based learning activity plan with games,2) a creativity test, 3) an achievement test, and 4) a student satisfaction questionnaire. The statistics used for data analysis were percentage, mean, and standard deviation. The hypothesis was tested using t-test Dependent Samples. The research results found that: (1) The 5E inquiry-based learning activity plan, which used games in Social Studies, Religion, and Culture for Grade 4 students, was effective at 82.84/83.04, which met the criteria 80/80. (2) The effectiveness index of learning with the 5E inquiry-based learning activity plan using games in Social Studies, Religion, and Culture for Phrathomsuksa 4 Students was 0.7174, indicating that students’ knowledge increased by 71.74 percent. (3) Phrathomsuksa 4 Students who studied with the 5E inquiry-based learning activity using games in Social Studies, Religion, and Culture had higher creativity after studying, with statistical significance at the .01 level. (4) Phrathomsuksa 4 Students who studied with the 5E inquiry-based learning activity using games in Social Studies, Religion, and Culture had overall satisfaction with their studies.

Developing Teachers to Foster a Growth Mindset for Students

saman.lam@ubr.ac.th (Saman Lamlong) — Sun, 25 Jan 2026 13:09:31 +0000

This research aims to create an online training program for teachers that helps foster a growth mindset in their students. The main goal is to evaluate the effectiveness of this program using a research and development method. The training program consists of two projects. The first project helps teachers understand a growth mindset and why it is essential for students. It includes training modules that explain the theory behind the growth mindset and effective ways to encourage it in students. The second project gives teachers practical skills to apply this knowledge in the classroom. It includes hands-on activities, case studies, and real-life scenarios to help teachers use their knowledge. To measure the program’s effectiveness, the researchers used an experimental design with a one-group pretest-posttest method at a randomly chosen school. The experimental group included 18 teachers and a selected number of students. Before the program started, teachers and students took pretests to gauge their initial understanding and attitudes toward growth mindsets. The findings showed that the online training program successfully met the goals outlined in the research. Statistical analysis revealed significant improvements in teachers’ understanding of growth mindset concepts and positive student attitudes and engagement changes. These results indicate that the program could be widely used in schools nationwide, helping to create a growth mindset culture in education. This initiative supports the professional growth of teachers and enables them to impact their students’ learning experiences positively.

Understanding the Dilemma of Basic School Teachers on Student Discipline in the Post-Corporal Punishment Era in Ghana

kbasare@ucc.edu.gh (Kwame Bediako Asare) — Mon, 26 Jan 2026 09:13:45 +0000

Historically, the Ghanaian education system has used corporal punishment to ensure discipline in pre-tertiary schools. The criticism of its effects led, in 2017, to the banning of this form of punishment in schools in Ghana. The rise in cases of indiscipline among students suggests that teachers in pre-tertiary educational institutions do not employ effective alternative measures to promote discipline. This qualitative case study sought to address the following questions: (a) How do teachers view their disciplinary capabilities in the post-corporal punishment period? and (b) How do teachers view the usefulness of alternative disciplinary measures? Data were collected through semi-structured interviews. We found that teachers generally felt disempowered in their ability to discipline students in schools because of the absence of corporal punishment. Teachers revealed that learners do not fear or respect them because they know that nothing would happen to them if they flouted school rules and regulations or teachers’ directives. Although teachers knew of alternative disciplinary measures, most of them considered them ineffective and time-consuming. Recommendations included the need for capacity-building sessions for teachers to focus on equipping them with knowledge and essential skills in alternative disciplinary strategies to effectively handle students’ misbehaviour and to channel their youthful energies to useful ends.

Teachers’ Self-Development for Enhancing the Coaching Skills Leading to Action in the Classroom

preedawan715@gmail.com (Preedawan On-nangyai) — Mon, 26 Jan 2026 09:35:07 +0000

The research aimed to develop a groundbreaking educational innovation by creating an online self-training program specifically designed for teachers. This program aims to significantly enhance their coaching skills, empowering them to apply this newfound knowledge within their classrooms effectively. Structured around two primary initiatives, the program first emphasizes teacher self-development. It offers a comprehensive learning experience through seven meticulously crafted modules, each designed to equip educators with crucial coaching competencies. The second initiative focuses on translating these skills into practical applications with students, fostering an interactive and engaging learning environment. The research employed a 5-step Research and Development (R&D) methodology to ensure a robust framework. This rigorous process culminated in an experimental design featuring a one-group pretest-posttest model implemented within a school setting. The experimental group consisted of nine dedicated teachers and 113 enthusiastic students, providing a varied landscape for testing the program’s effectiveness. The findings were promising, revealing that the developed educational innovation, titled “Online Self-Training Program for Promoting the Self-Development of Teachers to Refine the Coaching Skills that Enhance Taking Action in the Classroom,” successfully fulfilled the established criteria for effectiveness. This positive outcome indicates that the program is well-conceived and ready for broader dissemination in targeted schools, potentially transforming teaching practices and improving student outcomes.

Learning Management and Reading Literacy of Primary Students in Northeast of Thailand

kanyarat97426@gmail.com (Prasart Nuangchalerm) — Mon, 26 Jan 2026 15:08:21 +0000

Reading literacy in primary students is crucial to schooling. This research examines elementary school reading literacy management. The study investigated reading literacy materials, textbooks, and research for students and examined empirical data from primary schools in northeast of Thailand. Research found that the key insights into effective teaching practices. The teaching strategies focused on selecting engaging content, setting clear learning goals, and planning student-centered activities. Teachers used methods such as role-playing, games, discussions, and illustrated books to enhance student engagement and comprehension. Teachers encouraged students to analyze texts, express ideas, and apply learned concepts in real-world contexts using various evaluation tools, such as observation forms and tests. The highest teaching effectiveness was in helping students understand the narrative, with the best scores achieved in comprehension and application of the text. However, integration and interpretation had the lowest scores, indicating room for improvement in encouraging deeper analysis. The overall evaluation revealed that access to learning materials and activities related to reading comprehension was most effective, while reflection and assessment processes were areas needing further development. In conclusion, to improve reading literacy, it is essential to focus on interactive, student-driven activities and comprehensive assessment tools. The study highlighted that the use of engaging, diverse content and structured reading practices can significantly enhance students’ reading literacy.

Teachers’ Self-Potential Development for Enhancing Students’ Problem-Solving Skills

waranyoo.so@kkumail.com (Waranyoo Sochat) — Mon, 26 Jan 2026 15:10:45 +0000

This research project aimed to develop an innovative online self-training program specifically designed for teachers, focusing on enhancing their problem-solving skills. The primary objective of this program is to equip educators with the necessary tools and knowledge to facilitate student learning effectively within the classroom environment. The program comprises two key components: 1) teachers actively participating in self-directed learning activities to advance their problem-solving capabilities, and 2) teachers applying these newly acquired skills in their interactions with students. The research utilized a comprehensive five-step Research and Development methodology, ensuring a robust approach to the program’s design and implementation. The concluding phase of the study involved experimental research conducted through a one-group pretest-posttest design within an educational setting. This experimental group included 14 teachers and a corresponding number of students. The research findings were significant, indicating that the “Online Self-Training Program for Developing Teachers’ Self-Potential to Enhance Students’ Problem-Solving Skills” met the established adequacy criteria outlined in the research hypothesis. These results strongly suggest that this educational innovation is well-positioned for broader dissemination, thereby providing substantial benefits to the targeted population of educators and students.

Components and Indicators of Creative Learning Management Competencies of Preschool Teacher Students

thipaugson.ru@cpru.ac.th (Thipaugson Puttasarin) — Mon, 26 Jan 2026 15:15:24 +0000

The objective: 1) To study the indicators of creative learning management competency of preschool teachers. 2) To analyze the components of the indicators of creative learning management competency of preschool teachers. The study documents, research and suitability assessment of components and indicators of creative learning management competencies of preschool teacher students. The assessment on connoisseurship through experts, purposive sampling. Experts with experience in curriculum and instruction, educational research and evaluation, curriculum research and development, and creative learning management design. The assessment of the quality of tools through experts with experience in teaching management competency to examine the content validity and construct validity. The research results found that the components and indicators of creative learning management competencies of preschool teachers comprised 6 components and 34 indicators. Specifically, 1) Planning learning plans creatively of 6 indicators 2) Knowledge according to learning content of 6 indicators 3) Creatively designing learning plans of 5 indicators 4) Organizing the learning process creatively of 6 indicators 5) Using and developing innovative media for learning management of 5 indicators 6) Measurement and evaluation of 5 indicators.

The Contemporary Preservation and Transmission of Chinese Gezi Opera Music in Fujian Province, China

leqitang.music@gmail.com (Peerapong Sensai) — Mon, 26 Jan 2026 15:21:33 +0000

This study examines the contemporary preservation and transmission of Chinese Gezi Opera music in Fujian Province, emphasizing its incorporation into educational institutions, professional performing ensembles, and academic research circles. This study employs qualitative research rooted in ethnomusicology, including field observations, semi-structured interviews, and document analysis, to examine several initiatives to preserve this regional traditional opera. The study highlights significant attempts by elementary and secondary schools, wherein Gezi Opera troupes have been established to familiarize pupils with the art form, despite constraints arising from limited time, money, and academic pressure. Universities, especially art colleges, offer organized instruction, but prospects for wider exposure are limited. Professional troupes are pivotal in maintaining Gezi Opera via performances, teaching, and creativity, while encountering challenges with finance, modernity, and audience participation. Academic scholars contribute via documentation and theoretical inquiry but face obstacles such as insufficient financial support, restricted access to historical resources, and inadequate transdisciplinary and international collaboration. The study concludes by recommending strategic initiatives across all sectors to enhance the cultural, educational, and academic framework supporting Gezi Opera and to ensure its ongoing significance and vitality in contemporary society.

Beijing Digua Community as a Model for Community Learning Space Design in Contemporary China

65012461026.msu@gmail.com (Rachan Nillawannapha) — Mon, 26 Jan 2026 15:26:28 +0000

In response to the spatial, educational, and social challenges posed by rapid urbanization in contemporary China, this study investigates the Beijing Digua Community as a model for designing and implementing inclusive community learning spaces. Situated in the underground civil defense shelters of Chaoyang District, Beijing, the Digua Community reimagines underutilized urban infrastructure as multifunctional, resident-led learning hubs. The research objective is to explore how such spaces are spatially transformed, socially governed, and function as platforms for informal, intergenerational education. Employing a qualitative case study approach over an 18-month period, the study draws on data from participatory observation, documentary analysis, and in-depth interviews with 40 purposively selected informants, including project founders, volunteers, and community members. Thematic content analysis reveals three key components: the adaptive transformation of space using smart design and digital systems; participatory governance through the Community Co-Governance Committee and a Community Credit System; and the emergence of Digua as a dynamic cultural platform supporting peer-based, interdisciplinary learning. The findings suggest that Digua exemplifies principles of social design, sustainable development, and prototype learning communities, offering a replicable model for urban learning ecosystems. The study recommends scaling such initiatives across high-density urban environments and encourages further research into longitudinal impacts and cross-cultural applications.

Reviewer Acknowledgements for International Education Studies, Vol. 19, No. 1

Mon, 26 Jan 2026 15:29:30 +0000

Reviewer acknowledgements for International Education Studies, Vol. 19, No. 1, 2026.