The findings reveal that ballet pedagogy in Thailand reflects a dialectical tension between discipline and freedom. In the formal education system, ballet often reproduces discourses of order and technical perfection. In contrast, the non-formal system emphasises career and competency development, while informal learning focuses on fostering self-awareness through mindful movement and self-directed learning. This shift transforms ballet from an art of control into an art of understanding life.

Analysed through the lens of Hegel’s dialectical framework, ballet learning appears to progress from Thesis (a system of order and hierarchy), through Antithesis (questioning authority and seeking liberation), toward Synthesis (integrating discipline with an awareness of the learning process). This progression leads to a new approach called “Living Learning,” which integrates the philosophy of lifelong learning into ballet pedagogy.

The study concludes with six key pedagogical recommendations: 1) creating reflective spaces for critical self-inquiry, 2) designing activities that nurture holistic development, 3) positioning teachers as facilitators of transformation, 4) fostering embodied awareness through body-mind integration, 5) applying formative assessment for continuous growth, and 6) building a trust-based learning culture. Collectively, these recommendations elevate ballet education to a genuine domain of lifelong, living learning.

Research findings indicate that: 1. The components of supervision using cognitive guidance to enhance digital competence for secondary school teachers consist of 5components with 19 indicators: 1) Planning, 2) Observation and performance monitoring, 3) Reflective thinking, 4) Evaluation and follow-up, and 5) application. The assessment of their appropriateness was at a high level. 2. The current situation is at a moderate level, while the desired situation is at a high level. When considering the order of necessity, the area with the highest need is evaluation and follow-up. 3. There are 15 guidelines for supervision using cognitive guidance. Overall, they are at a high level, including 1) Planning (2 guidelines), 2) Observation and performance monitoring (3 guidelines), 3) Reflective thinking (3 guidelines), 4) Evaluation and follow-up (3 guidelines), and 5) Application (3 guidelines).

Results: Current drug prevention and solution practices were rated at a high level, while the desired state was rated at the highest level. Necessary needs, in descending order of priority, were treatment, prevention, surveillance, screening, and management. The developed strategy consists of a vision, mission, goals, and four main strategies: (1) reforming the prevention system (5 practices); (2) transforming the supporting system for at-risk students (11 practices); (3) enhancing network partnerships for surveillance and treatment (5 practices); and (4) elevating the management system for continuous operations (6 practices). Experts evaluated the strategy as highly appropriate, feasible, and beneficial. Conclusion: The administrative strategy developed is comprehensive, contextually relevant, and ready for implementation. It emphasizes continuous management, multi-sectoral collaboration, and evidence-based practices to address drug problems in schools effectively.

Results showed that both current and desired conditions for future classroom management in primary schools received high overall ratings. The modified PNI yielded an overall value of 0.211. The developed model comprises five core components: (1) Principles, (2) Objectives, (3) Operational procedures, which incorporate six elements (future classroom management, creating a flexible learning environment, utilizing digital technology and innovation, creative and integrated learning management, flipped classroom learning management, and connecting classroom learning with the outside world), (4) Model Evaluation, and (5) Success Conditions. Expert assessments rated the model’s appropriateness and feasibility as high. The evaluation of the model’s quality indicated high levels of propriety, feasibility, and usefulness, with stakeholders reporting high satisfaction.

The findings showed that the designed system architecture achieved a high level of suitability across all assessed dimensions, including risk management, system security, and the application of data and technology. The prototype system also demonstrated high performance in installation, effective communication, training and preparedness, system evaluation and improvement, and community participation. Real-world use was rated highly by all stakeholder groups, including administrators, teachers and staff, students, and parents or community members. User satisfaction was consistently high across all components of the Hyperautomation framework, with the highest scores reported for data analytics and adaptive learning models, followed by data collection and transmission efficiency, process design and management, data analysis and processing, software bots, applications and platforms, and understanding of workflow architecture guided by automated playbooks. The system integrated AI, orchestration, RPA, and cloud technologies, supported by operational targets such as alert time not exceeding 10 seconds, system availability of at least 99.5 percent, and detection accuracy of at least 95 percent to facilitate continuous improvement. Overall, the developed Intelligent Disaster Warning Systems (IDWS) model demonstrated strong technical feasibility, practical applicability, and user acceptance, contributing to workload reduction, faster and more accurate incident response, strengthened community collaboration and enhanced proactive school safety management.