Journal of Education and Learning, Issue: Vol.15, No.1

Teaching Style and Educational Philosophy in Japan: Relationship and Validation of a Teaching Style Typology

Fri, 11 Jul 2025 04:26:04 +0000

This study examined the relationship between educational philosophy and teaching style among 979 Japanese nursing educators, using two validated instruments: the Teaching Style Assessment Scale (TSAS) and the Learning & Educator Nurturing Style (LENS) inventory. The study addressed four research questions focused on group differences, distinct teaching profiles, and the replication of a previously identified four-cluster teaching style typology.

Results from a one-way ANOVA revealed two distinct subsets of educational philosophy—Idealism/Realism and Progressivism/Humanism—aligned with teacher-centered and learner-centered approaches, respectively. Discriminant analyses provided distinct teaching style profiles for each philosophy, confirming consistent and interpretable differences in instructional behavior. A hierarchical cluster analysis replicated the four-cluster typology of teaching styles previously established in a separate national study, further validating its stability.

These findings confirm a robust and replicable connection between educational beliefs and teaching practices and provide educators and researchers with a practical framework for reflection and development. The study concludes with a discussion of the implications for faculty development, educational policy, and future research, including the planned development of a short-form teaching style inventory. The project also reflects the responsible integration of Human-AI collaboration during the research and writing process.

The Impact of Dyslexia Legislation: An Analysis of Knowledge and Preparedness Among In-Service Educators

Fri, 11 Jul 2025 04:28:21 +0000

The primary purpose of this study was to compare the dyslexia knowledge and misconceptions and perceived preparedness for teaching students with dyslexia between New Jersey in-service educators (n = 706) and in-service educators from states without dyslexia code (n = 219). A second purpose was to compare the factors that predict dyslexia knowledge between these two groups. Educators in both groups completed a survey about their dyslexia knowledge and perceived preparedness. Findings indicated no significant overall differences in total dyslexia knowledge scores or the three subscales (i.e., general knowledge, characteristics, interventions, treatments) despite mandated dyslexia professional development in New Jersey. Further descriptive analysis of each survey item on the scale was conducted to determine if any differences were present between the groups of educators. Survey question analysis revealed that both groups share accurate knowledge on 45% of items, emphasizing a common understanding of dyslexia. However, differences emerged in 33% of the questions, highlighting nuanced knowledge differences between groups. Both groups share misconceptions about visual aspects of dyslexia, highlighting the challenge of dispelling visual processing neuromyths of dyslexia. The main effects of the multiple regression revealed that dyslexia knowledge is significantly influenced by both years of education experience and feelings of preparedness. New Jersey educators expressed significantly higher overall feelings of preparedness than educators in states without dyslexia code, suggesting potential positive impacts of mandated professional development on preparedness, though not necessarily on knowledge. Implications for in-service educators’ professional development, dyslexia legislation, and future research directions are discussed.

Testing by Examples: Framing Example-Based Questions Either Inductively or Deductively

Mon, 14 Jul 2025 07:20:53 +0000

The present study examined the relative difficulty of example-based test questions framed inductively and deductively in relation to each other and to basic knowledge questions in two introductory psychology courses across two semesters. Results showed that students had more difficulty with deductively-framed questions on exams than basic knowledge questions and inductively-framed questions, with inductive and basic knowledge questions not differing significantly in difficulty. Test items tapping deductive reasoning skills may pose a greater challenge to students than other types of exam content. Instructional techniques designed to strengthen deductive reasoning skills may facilitate student ability to think deductively in generating examples of psychological concepts in daily life.

How to Enhance the Managerial Staff Capacity in Southeast Vietnam’s Primary Schools for Educational Reform?

Tue, 22 Jul 2025 03:47:27 +0000

This study investigates enhancing managerial staff capacity in Southeast Vietnam’s primary schools to support the 2018 General Education Program. Using a mixed-methods approach with surveys and interviews (n=262), it assesses Cultural Competency (CC), School Administrative Competency (SAC), Pedagogical Management Competency (PMC), Social Competency (SC), and Change Management Competency (CMC) via structural equation modeling (SEM). Results confirm these competencies drive educational innovation (EI), with CMC having a strong effect (β=0.482, p=0.000), though SC’s negative direct effect on EI (β=-0.214, p=0.001) suggests resource challenges. Five Plan-Do-Check-Act (PDCA)-based solutions—strategic planning, recruitment, training, evaluation, and cultural environment—are proposed to address gaps, offering a roadmap for policymakers to align managerial staff capacity with reform goals.

TikTok or Not TikTok: Students’ TikTok Utilization and Academic Engagement

Fri, 29 Aug 2025 07:01:17 +0000

Background: As of 2024, TikTok is being investigated in the United States for societal harm apart from other possible harms. This research thoroughly examines the students’ TikTok utilization, their academic involvement and relationship between those two. The complex aspects driving TikTok engagement and its impact on academic performance have been analyzed through correlation analysis by the data collected from university students in the United States.

Findings: Our research highlights that the student population is aware of the potential harm of social media, TikTok in this case. Besides, the results reveal a negative association between students’ self-reported TikTok utilization and their academic success. While students are aware of the potential harms of social media, factors like frequent checking behaviors and prioritization of academic goals subtly influence their TikTok engagement. This highlights the complex interplay between personal choices and academic obligations.

Implications: Our findings underscore the critical need for early interventions to promote responsible TikTok usage and support academic achievement in the digital age. This information will assist educators in developing more proactive action plans and creating awareness for TikTok usage harms that will improve the well-being of students at the early stages of education.

Limitations: Although our study offers new insights, it still needs more investigation due to its limitations, which include its reliance on self-reported surveys.

Strategies for Developing Entrepreneurial Skills in Automobile Major Students of Higher Vocational Colleges in Fujian

Tue, 02 Sep 2025 06:26:56 +0000

The objectives of this research were to: 1) investigate the components and indicators of entrepreneurial skills among students majoring in automobiles. 2) explore the current situation, expectation state of entrepreneurial skills among automotive students, and 3) develop and evaluate training strategies for entrepreneurial skills among automotive students in higher vocational colleges in Fujian. The research consisted of three phases: 1) conducting a theoretical study that involved reviewing relevant literature, documents, and interviewing five experts, 2) exploring the current situation, expectation state, and priority need with a sample of 330 automotive teachers by multi-stage random sampling. Data was collected through questionnaires. The discrimination index ranges from 0.349 to 0.864, and the reliability measures at 0.969. Expert interviews were conducted and analyzed using mean value, standard deviation, and the modified Priority Need Index. 3) Develop and evaluate training strategies by inviting 10 experts as key information providers and using draft strategies and evaluation tables as instruments. the data were analyzed through summarization, mean, and standard deviation. The findings of the study revealed the following: 1. There were 4 components, and 21 indicators included: Teaching level (5 indicators), Curriculum (6 indicators), Entrepreneurial skills (5 indicators), and Entrepreneurship policy (6 indicators). The appropriateness of all these possibilities which were very appropriate. 2. The current situation regarding entrepreneurial skills showed that they were generally at a medium level, and their expectation was generally at a high level. The priority needs from high to low were: Entrepreneurial skills, Curriculum, Entrepreneurial policy, and Teaching level. 3. The results of formulating entrepreneurial skills strategies for automotive students in vocational colleges revealed that the correction and applicability of the verification results included 1 vision, 5 goals, 4 large strategies, and 20 specific measures. The results of the evaluation were at a very high level of appropriateness, accuracy, and feasibility.

The Quality Management of Teaching Among Instructors in Vocational Institutions in Guilin, Guangxi, People’s Republic of China

Tue, 02 Sep 2025 06:29:01 +0000

The purpose of this research was to examine the current state, desired state, and essential needs regarding teaching quality management among instructors in vocational institutions. The research sample consisted of 335 instructors from educational institutions in Guilin, Guangxi, People’s Republic of China. The sample size was determined using Krejcie and Morgan’s table, and participants were selected through proportional stratified random sampling. The data collection instrument was a questionnaire, validated with Item-Objective Congruence (IOC) values ranging from 0.67 to 1.00. The discrimination indices for current conditions ranged from 0.386 to 0.838, while those for desired conditions ranged from 0.495 to 0.872. Reliability coefficients for current and desired conditions were 0.974 and 0.975, respectively. Data analysis employed frequency, percentage, mean, and standard deviation. Additionally, a needs assessment was conducted using the Priority Needs Index (PNI Modified). The findings revealed that (1) the current state of teaching quality management among instructors in vocational institutions in Guilin was moderate, whereas the desired state was at the highest level, and (2) the priority ranking of essential needs for teaching quality management, from highest to lowest, was instructor team development, teaching resource management, and teaching quality control.

Factors Influencing the Development of Soft Skills in Early Childhood Educators at Local Child Development Centers Under Local Administrative Organizations in Thailand

Tue, 02 Sep 2025 06:31:26 +0000

Recognizing children and adolescents as critical assets for the current and future development of the country, in this research we focus on the sensitive early years that are accompanied by a rapid pace of brain growth and ease of learning. Because most parents need to work, and therefore a considerable number of younger children require supervision, researchers believe that the competency of educators directly influences the development of soft skills in children. Studies have shown that gaps in softer skills precisely cause the lack of effectiveness of early childhood educators in fostering appropriate development of children in these centers. As a result, in this mixed-methods study we explore the phenomenon of soft skill acquisition among early childhood educators in three stages: first qualitative, then quantitative exploratory, followed by confirmatory factor analyses. Participants include 12 childcare workers and 420 qualified educators. We perform the quantitative data collection through a combination of interviews and scripted questionnaires, after which we conduct data analysis using Jamovi. Ethical protocols of the study include issuing and upholding guarantees for consent and anonymity. The sample is a single-gender group with a mean age of 38.80 years (standard deviation = 11.9). Over half, 56%, have attained a bachelor’s degree, whereas 34.6% hold an associate’s degree. In the analysis we identify three core components of soft skills: 1) creative thinking skillset (factors include providing appropriate answers and innovation), 2) communication skillset (which contains active listening and empathy), and 3) patience skillset (which contains resilience and motivation). The emphasis on these underspecified soft skills is due to a lack of systematic training incorporated into professional development, which is essential, given the interpersonal nature of the work, in early childhood education. In this study we aim to address the gap by integrating the three components—creative thinking skills, communication skills, and patience skills—into training and evaluation frameworks based on the fundamentals of educator effectiveness.

Evaluating Children’s Creativity Through Drawing: Designing and Validating an Assessment Tool for Originality

Tue, 02 Sep 2025 06:33:06 +0000

The purpose of this study is to design an assessment tool for measuring the originality dimension of children’s creativity through their drawings. The tool was developed based on in-depth interviews with 9 experts, whose feedback led to the identification of the core dimensions and scoring criteria. The tool evaluates children’s drawings across four key dimensions: creativity, number of details, color usage, and composition complexity, to assess the originality of their creativity. To assess the effectiveness of the tool, an experimental method was employed, using pre- and post-assessments of 23 children in the experimental group and 21 children in the control group during nature play activities. Changes in children’s originality were measured through these assessments, with drawings evaluated across the four dimensions. The results indicate that the tool effectively captures changes in children’s originality, providing strong support for fostering creativity in early childhood education and offering practical implications for real educational settings.

Teachers’ Enactment of Digital Transformation in Technical and Vocational Education and Training in China: An Activity Theory Perspective

Tue, 02 Sep 2025 06:34:41 +0000

This qualitative study examines how technical and vocational education and training (TVET) teachers in China conceptualize and implement digital transformation in their educational practices. Using cultural-historical activity theory (CHAT) as an analytical framework, the research investigates digital transformation as a socially and culturally mediated process, analyzing the dynamic interactions between subjects, objects, tools, rules, communities, and division of labor. Through content analysis of systematically documented narratives from 70 teachers at a Chinese TVET institution, the study explores the nature and processes of digital transformation in course delivery and practical training contexts. The findings reveal significant shifts in teachers’ pedagogical understanding, institutional relationships, and professional roles, highlighting the complex interplay between individual agency, institutional structures, and technological affordances. The analysis identifies critical tensions between personalization and standardization, as well as between institutional autonomy and industry alignment, revealing contradictions in how digital transformation is conceptualized and implemented. This research extends activity theory by demonstrating how digital transformation generates novel forms of mediation and contradiction within educational settings. The study concludes with practical recommendations for TVET institutions undertaking digital transformation initiatives and emphasizes the importance of supporting teachers’ professional development in increasingly digitalized educational environments.

Development of a Strategic Communication Model for School Principals in Basic Education Administration

Tue, 02 Sep 2025 06:36:22 +0000

This study was aimed to evaluate a strategic communication model for school principals under the Office of Basic Education Commission in Thailand. A purposive sampling technique was employed to select 10 participants consisting of five experts and five practitioners. The 10 participants evaluated the strategic communication model in terms of its propriety, feasibility, and utility, hence providing guidelines for educational administrators while they are applying this Strategic Communication Model. Firstly, educational administrators determine communication objectives by asking and listening to involved individuals without infringing the Personal Data Protection Act. Secondly, educational administrators and teachers scan the environment in terms of its strengths, weaknesses, opportunities, and threats. Thirdly, educational administrators and teachers create a method of communication by considering their target group and the suitability of time. Fourthly, educational administrators and teachers design messages which are clear, easy to understand, attractive, and interesting. Fifthly, educational administrators and teachers select both online and onsite communication channels that are consistent with the messages to match the target group. Finally, educational administrators evaluate communication before, during, and after communication. The end research outcome is a strategic communication model for educational administrators comprising six components and 20 indicators. The six components of the Strategic Communication Model are clarity of message, channel effectiveness, engagement, credibility and trust, measurement and evaluation, and strategic alignment.

Enhancing Vocabulary Knowledge Through Multimodal Learning in Thai Primary Classrooms

Tue, 09 Sep 2025 05:51:23 +0000

Vocabulary acquisition is a core part of English as a Foreign Language (EFL) learning, especially for young learners who are building their language infrastructure. Many conventional textbook-driven methods focus on rote learning, which can lead to disengaged students and less authentic, less effective learning. It explores the use of multimodal strategies of learning for vocabulary learning of Thai primary school students. Multimodal training combines visual, auditory and kinesthetic aspects; this contributes to reaching different types of learners and favors more efficient ways of processing and retaining information. The study utilized a quasi-experimental research design with 14 first and second graders learning EFL in a Thai public primary school. The intervention consisted of 16 hours of multimodal instruction, which included images, gestures, pronunciation practice, and interactive activities. Data were obtained from pre- and post-intervention tests of vocabulary (receptive and productive vocabulary knowledge), while focus groups were used to probe students’ experiences of the learning process. Quantitative results showed that participants’ receptive and productive vocabulary knowledge increased significantly, and the multimodal instruction approach had a strong influence on them. From the qualitative results, students perceived multimodal learning as enjoyable, motivating, and low in anxiety and thus developed more positive attitudes toward learning English vocabulary. Such results align with the integration of multisensory approaches in primary EFL, confirming their ability to enhance motivation and language achievement across diverse learner characteristics. Practical implications for EFL teachers who aim to integrate student-centered tasks and active learning are provided in this research. In this sense, incorporating multimodal activities into vocabulary teaching can contribute to more inclusive and effective learning environments that help develop young learners’ language skills.

Model Development for Internal Quality Assurance in Guangxi Vocational Colleges

Tue, 09 Sep 2025 05:53:11 +0000

The study aimed to 1) examine components of the Internal Quality Assurance (IQA) system in higher vocational colleges in Guangxi, China, 2) assess the current state, desired state, and priority needs of the IQA system, and 3) develop a model for the IQA system. The research began with a synthesis of academic sources and policy documents, which five experts evaluated. Questionnaires were then developed based on nine components of the IQA system and distributed to 306 participants involved in quality management, including QM/QA experts. The findings revealed that the current IQA system was at a moderate level, while the desired state was significantly higher. The Priority Need Index (PNI_modified) indicated urgent needs in the Criteria, Operation, and Objective systems. The proposed IQA model was constructed from literature reviews and consisted of seven components: Concepts, Principles, Objectives, Contents, Approaches, Procedures, and Evaluation. By integrating the findings on system components, current and desired states, and key needs, the study developed a comprehensive IQA model. The model’s suitability and feasibility were validated by five experts and found to be of a very high level. The study concluded with recommendations for practical implementation and directions for future research.

The Current Situation and Needs for Developing Curriculum to Promote Reading Habits and Reading Literacy Using Isan Local Literature for Primary School Learners

Mon, 29 Sep 2025 04:10:24 +0000

This research examines the current situations and needs for curriculum development to promote reading habits and reading literacy using Isan local literature for primary school learners. The research process starts with reviewing relevant literature and previous research regarding curriculum development principles, promoting reading habits and reading literacy, and the use of Isan local literature in primary learners. The next process is analyzing the current situation and needs for curriculum development by collecting data from stakeholders through questionnaires and focus group discussions. The research instruments included an analysis record form, a questionnaire on current conditions and needs, and an unstructured interview. The data analysis was conducted using frequency, percentage, mean, and standard deviation. The findings of this study reveal a significant gap between the current teaching practices and the high level of demand for developing a curriculum that promotes reading habits and reading literacy using Isan local literature. Current practices among primary school Thai language teachers were rated at a low level across all components, while the needs for curriculum development were consistently rated at the highest level. In conclusion, the findings validate the need for a curriculum that promotes reading habits and reading literacy through local literature among primary school students.

Policy Recommendations for Learning Encouragement of District Learning Encouragement Centers Under the Department of Learning Encouragement

Mon, 29 Sep 2025 04:14:49 +0000

The research aimed to introduce policy proposals for learning promotion at the District Learning Encouragement Centers under the Department of Learning Encouragement. The research consisted of three phases: Phase 1 involved studying the current situation, desired conditions, and necessary needs to draft policy proposals for promoting learning at the District Learning Encouragement Centers. The sample consisted of 1,368 administrators and teachers from the Department of Learning Encouragement, selected through multi-stage random sampling using stratified sampling principles, and studying three cases. The target group included nine school administrators and teachers chosen through purposive selection. Phase 2 focused on drafting policy proposals for promoting learning at the District Learning Encouragement Centers through expert-based seminars. The target group consisted of 11 selected experts. Phase 3 involved reviewing and holding public consultations on the policy proposals for promoting learning at the District Learning Encouragement Centers. The target group consisted of 39 administrators, educational supervisors, and teachers selected through purposive selection.

The research tools included questionnaires, interviews, and evaluation forms. The statistical methods were percentages, means, standard deviations, and content analysis. The research results indicated that the policy proposals for promoting learning at the District Learning Encouragement Centers included five key policy areas: vision promotion, lifelong learning promotion, social and community development, qualification-based learning promotion, and diverse learning promotion. The evaluation of the policy proposals for promoting learning at the District Learning Encouragement Centers overall indicated a high level of appropriateness, feasibility, and overall benefit across all aspects.

Strengthening School-Family Collaboration Through Positive Psychology: An Empirical Study in Thai Secondary Schools

Mon, 29 Sep 2025 04:18:09 +0000

This research explores enhancing collaboration between schools and families by integrating positive psychology principles based on the PERMA model to strengthen relationships among teachers, students, and parents. The research has two main objectives 1) to develop and implement a school-family collaborative program based on positive psychology; 2) to explore key success factors within the collaborative process that strengthen relationships among educators, students, and parents. The overall goal is to foster holistic development and academic success through structured, psychologically informed engagement strategies. Using an action research design with four phases planning, action, observation, and reflection. The study was conducted in two secondary schools in Thailand, involving 20 school administrators and teachers, 50 parents, and 50 students from each school. During the action phase, structured interventions were implemented, including (1) open-mindedness workshops to foster growth mindset, (2) heart-to-heart communication sessions to build trust, (3) mindset shift strategies to improve adaptability and problem-solving, (4) parental engagement programs encouraging co-learning and mentoring, and (5) school-community partnerships to extend local support. Data were collected via questionnaires, structured interviews, and observational assessments. Quantitative data were analyzed using descriptive statistics, and qualitative data through thematic analysis. Findings show that applying PERMA principles significantly improved communication, engagement, and shared responsibility between schools and families. Key success factors include active involvement of school leaders, clear policies, shared goals, effective management, and a structured framework with dedicated project teams. The study recommends policies and practices to strengthen collaborative efforts, promoting student well-being and academic success through effective school-family partnerships.

The Immersive Connectivist Learning Environment to Enhance Creative Innovation Skills for Higher Education

Mon, 29 Sep 2025 04:19:56 +0000

This research report titled creating an immersive connectivist environment to enhance creative innovation skills for higher education aims to 1. design an immersive virtual learning environment that connects knowledge to enhance creative innovation skills for higher education students. 2. evaluate the quality of the designed immersive connectivist virtual learning environment. 3. compare students’ academic achievement before and after using the immersive environment and 4. examine students’ satisfaction with the immersive learning environment. The sample group consisted of 30 experts and 33 undergraduate students from Udon Thani Rajabhat University. The findings revealed that 1. creative innovation skills in higher education can be categorized into seven main areas (analytical and problem solving skills, teamwork, storytelling and presentation, self-directed learning, creative risk-taking and experimentation, digital and technological literacy, and adaptability and flexibility). 2. The environment was rated highly appropriate by experts, with an average score of 4.43 and a standard deviation of .50. 3. A paired-sample t-test was conducted to examine the difference in students’ academic achievement before and after using the immersive learning environment. The results showed that the post-test scores (M = 41.61, SD = 2.68) were significantly higher than the pre-test scores (M = 30.85, SD = 2.48), with a t-value of 12.50 and p < .05. This statistically significant result indicates that the immersive environment had a positive effect on students’ academic performance and 4. students expressed high satisfaction with the immersive learning experience, with an average score of 4.38 and a standard deviation of .49.

Unlocking Learning Potential: The Impact of Integrated Cognitive Strategies on Vocational Students’ Academic Performance

Mon, 29 Sep 2025 04:21:42 +0000

This study investigated the effects of an instructional intervention integrating metacognitive strategies and Social Cognitive Learning Theory on vocational students’ self-regulated learning and academic performance. A quasi-experimental design was applied with 50 first-year students divided into experimental and control groups. Over 20 sessions, the experimental group received training focused on planning, monitoring, reflection, modeling, and feedback. Results from t-tests showed significant improvements in both self-regulation and achievement for the experimental group (p < .001). The findings highlight the value of combining cognitive and social mechanisms to enhance learning outcomes in vocational education.

Exploring Foundations for Developing a Learning Model to Promote Stress Self-Awareness Among Thai Grade 12th Students

Mon, 29 Sep 2025 04:23:20 +0000

This study aims to investigate the foundational information and specific needs for developing a learning model that promotes stress self-awareness among Grade 12th students. Grounded in the framework of Contemplative Education, the research integrates both theoretical and practical perspectives to guide its design. Data were collected through a comprehensive review of academic literature, including printed and online sources, along with surveys and focus group discussions. These methods were employed to generate deep, contextually relevant insights into the experiences and needs of students at this critical developmental stage. Survey results revealed that nearly 67% of students lacked consistent mindfulness practice—36.57% had never practiced and 30.10% only occasionally—suggesting limited exposure to strategies that support self-regulation. Despite this, students demonstrated a moderate to high level of stress awareness (M = 3.58), indicating that they are conscious of stress symptoms but may lack tools to manage them effectively. The high perceived need for stress-awareness learning (M = 4.33) highlights a clear demand for structured, supportive interventions to bridge the gap between awareness and actionable coping skills. Focus Group Discussions include key strategies identified include reflective practices, mindfulness training, and experiential learning within a psychologically safe environment. Furthermore, this article synthesizes relevant theories, concepts, and empirical research to establish a robust foundation for developing a learning approach that nurtures students’ emotional, psychological, and life skills. It aims to respond effectively to the unique challenges and needs faced by Grade 12th students as they prepare for transitions beyond secondary education.

Enhancing Student Counseling Management in Vocational Undergraduate Colleges: Development of an Integrated Approach in Nanchang, China

Mon, 29 Sep 2025 04:24:59 +0000

This study developed an integrated approach to student counseling management in vocational undergraduate colleges in Nanchang, China. Using a sequential mixed-methods design, the research comprised three phases: (1) identifying counseling components through document analysis and expert validation (n = 8); (2) assessing current and desired states via surveys with 135 stakeholders from two colleges; and (3) developing an approach based on findings. Six components with 48 indicators were validated: academic guidance, professional and technical guidance, emotional and psychological counseling, career planning, social counseling, and life counseling. Significant gaps existed between current state (X̅ = 2.52) and desired state (X̅ = 4.89). Priority needs analysis identified emotional and psychological counseling (PNI_modified= 1.03), social counseling (PNI_modified= 0.99), and academic guidance (PNI_modified= 0.94) as most critical. The developed approach integrated the 70:20:10 learning model, emphasizing experiential learning, social learning, and formal training. Expert evaluation confirmed high suitability (X̅ = 4.80) and feasibility (X̅ = 4.30). This research provides the first empirical framework for counseling management in Chinese vocational undergraduate education, addressing urgent mental health support needs while maintaining vocational education’s practical orientation. The validated approach offers institutions a systematic improvement roadmap with recommendations for phased implementation prioritizing psychological services and industry partnerships.

A Model of Environmental Education Based on Buddha’s Teachings for People in Communities

Mon, 29 Sep 2025 04:27:02 +0000

The objectives of this research were to develop a Buddhist-based environmental education model for communities in Nonthaburi Province, Thailand. The specific objectives are 1) to analyse the community’s environmental context; 2) to assess the level of understanding of environmental education and Buddhist principles (the Four Noble Truths, the Three Characteristics of Existence, and the Threefold Training); 3) to create an integrated environmental education model grounded in Buddhist ethics and 4) To evaluate mentioned model efficiency by using mixed method of quantitative and qualitative research. Data were collected from 398 community members and 12 community leaders in Nonthaburi through questionnaires, surveys, and interviews. The model’s efficacy was assessed using Kirkpatrick’s evaluation framework, and data were analysed using mean, frequency, percentage, standard deviation (SD) and content analysis. Results revealed that most participants were men (74.12%), averaging 48 years old, married (43.22%), held bachelor’s degrees (43.70%), worked in agriculture (67.60%) and earned 5,000–10,000 THB monthly (83.92%). Key environmental issues included wastewater (23.12%), solid waste (19.60%) and air pollution (17.09%). Participants demonstrated moderate understanding of environmental education and Buddhist principles. The proposed model comprises six components: 1) local leadership emphasizing community participation; 2) environmental education fostering human-environment interconnectedness; 3) environmental management promoting tangible engagement; 4) livelihood development balancing income and sustainability; 5) spiritual tourism for income and knowledge exchange and 6) Buddhist ethics for mental and life quality development. Feedback from 50 participants confirmed the model’s high efficacy in integrating Buddhist principles with environmental education, strengthening communities and advancing sustainable development.

A Comparative Study of the Phonological Systems of English and Burmese: The Implications for Teaching and Learning English Pronunciation

Mon, 29 Sep 2025 04:29:08 +0000

To support second-language learners, a comparative analysis of phonologies will assist in identifying difficulties in pronunciation caused by cross-linguistic influences. Furthermore, pinpointing differences in the features of L1 and L2 phonologies will help teachers devise effective pedagogies to address these challenges. Therefore, with the aim of solving Burmese learners’ difficulties in English pronunciation, this paper compares the phonological systems of English and Burmese languages through a systematic comparative study based on existing empirical literature. To achieve this, a systematic document analysis method for analyzing the selected literature was employed. The findings revealed that the English consonants /v/ /f/ /r/ and /ʒ/ sounds are absent in Burmese, while the English vowels /ɪ/, /ʊ/, /æ/, /ʌ/, /ɒ/, /ɜː/, /iː/, /uː/, /aː/, /ɔː/, /ɔɪ/, /eə/, /əʊ/, /ɪə/, and /ʊə/ are absent in the Burmese vowel system. The differences between Burmese and British English are even greater in terms of stress, syllable structures, and intonation. To improve the pronunciation problems of Burmese EFL learners, the practical implications for teaching and learning English pronunciation are considered in detail in this paper.

Thriving Leadership in Family Business Succession: A Systematic Review of Educational Strategies

Mon, 29 Sep 2025 04:31:04 +0000

This systematic review investigated educational factors that support thriving leadership development in family business succession within diverse cultural contexts. Leadership transitions in family-owned enterprises were often challenges from inadequate preparation, generational conflict, and the need for culturally responsive pedagogical approaches. Employing PRISMA 2020 guidelines, 45 peer-reviewed studies (2015–2025) from Scopus, ERIC, and JSTOR databases were systematically analyzed using predetermined inclusion and exclusion criteria to identify recurring educational strategies contributing to sustainable leadership development. Data were extracted using a structured template capturing research objectives, methodologies, findings, and educational implications. All studies underwent rigorous quality assessment using eight criteria adapted from the Secretariat of the Education Council (2009). Thematic synthesis employing Thomas and Harden’s three-stage approach yielded four core domains: (1) Learning-Centered Leadership Development (n = 10), emphasizing self-directed learning and reflective practices; (2) Intergenerational Knowledge Transfer (n = 11), involving mentorship programs, experiential learning, and professional networks; (3) Organizational Readiness and Structural Support (n = 12), focusing on succession planning, governance systems, and resource alignment; and (4) Socio-Cultural Context and External Influences (n = 12), highlighting family values, traditions, and cultural norms in leadership education.

Findings indicated thriving leadership emerged from strategic alignment of psychological readiness, knowledge-sharing mechanisms, institutional structures, and culturally embedded practices. Western models stress formal educational systems and individual autonomy, while Asian, African, and Latin American contexts favor relational mentoring, communal learning approaches, and value-based education.

This review contributes to educational leadership and family enterprise research by offering a comprehensive, culturally adaptive framework for developing next-generation leaders, providing practical implications for educators, consultants, and policymakers fostering intergenerational continuity through culturally informed educational strategies.

Results of the Study on Digital Citizenship of Undergraduate Students at Suan Dusit University, Thailand

Mon, 29 Sep 2025 04:33:14 +0000

This research aimed to study of the digital citizenship of undergraduate students at Suan Dusit University (SDU) and compare the digital citizenship of undergraduate students at SDU studying in different faculties. The research sample consisted of 400 undergraduate students of SDU, 2nd semester, academic year 2024. Data were collected using the digital citizenship of undergraduate students at SDU scale, 5-point rating scale, 50 items, and were analyzed using Mean, Standard Deviation, One-way ANOVA, and Scheffe’ test. The results of the analysis found that: the undergraduate students of SDU had a high level of digital citizenship, and undergraduate students of SDU who studied in different faculties had significantly different digital citizenship at the .05 statistical level. The students of the Faculty of Education had a digital citizenship significantly different from the students of the Faculty of Humanities and Social Sciences, the Faculty of Science and Technology, and the School of Culinary Arts at the .05 level, with the students of the Faculty of Education having a higher digital citizenship than the three faculties.

Unwillingness to Communicate in English During Group Discussions Among Thai Postgraduate Students: Level and Coping Strategies

Mon, 29 Sep 2025 04:34:46 +0000

This study aimed to investigate the level of Unwillingness to Communicate (UWTC) in English during group discussions among 37 Thai postgraduate students, as well as the coping strategies they typically employ to manage their UWTC. Burgoon’s (1976) Willingness to Communicate (WTC) questionnaire was used to measure the participants’ UWTC levels, and semi-structured interviews were conducted with six selected participants to explore their coping strategies in greater depth. The results revealed that the majority of participants (73%) exhibited a moderate level of UWTC, while 27% demonstrated a low level. Notably, no participants reported a high level of UWTC, indicating an absence of strong reluctance to communicate. The interview data further revealed that students managed their UWTC through strategies such as thorough preparation, positive self-talk, and collaboration with peers. These coping mechanisms helped reduce anxiety, boost confidence, and encourage more active participation in academic discussions. The findings highlight the importance of fostering supportive, low-anxiety classroom environments to enhance students’ willingness to communicate in English. This study offers practical implications for educators aiming to promote communicative engagement by addressing both the linguistic and affective factors influencing student participation in English-medium settings.

A Program to Enhance Leadership Skills of Kindergarten Directors in Rural Guangxi Zhuang Autonomous Region

Mon, 29 Sep 2025 04:37:07 +0000

Early childhood education quality in rural areas depends significantly on effective kindergarten director leadership, yet research on leadership development frameworks for rural contexts in developing regions remains limited. This study examined kindergarten director leadership components in rural Guangxi Zhuang Autonomous Region, assessed current versus desired leadership levels, and developed a comprehensive enhancement program. This mixed-methods study involved three phases. Phase one used purposive sampling to select five early childhood education experts for semi-structured interviews and focus groups to identify leadership components. Phase two surveyed 346 kindergarten directors from government, private, and community kindergartens selected through stratified random sampling to examine current and desired leadership states. Phase three engaged the same experts to validate the researcher-developed leadership program. Quantitative data were analyzed using descriptive statistics and the Modified Priority Needs Index (PNI_Modified). Qualitative data underwent content analysis. Findings revealed four leadership components with eight indicators: Interpersonal Management (relationship building, communication), Educational Leadership (curriculum oversight, instructional support), Strategic Operations (resource management, organizational planning), and Common Value Construction (vision development, stakeholder alignment). Current leadership practices rated at moderate levels while desired standards achieved the highest rating, indicating substantial development needs. Common Value Construction emerged as the highest priority, followed by Interpersonal Management, Strategic Operations, and Educational Leadership. The developed program comprises four training modules addressing these priorities, with experts rating its appropriateness at the highest level. This research provides a contextually relevant leadership framework and validated enhancement program for rural kindergarten directors, offering practical implications for education policy and administrator training in similar developing contexts. Future research should examine implementation effectiveness across diverse rural settings.

Gamification-Based Engineering Design Process Instructional Model to Enhance Digital Innovation Creativity Skills for Upper Secondary School Students

Mon, 29 Sep 2025 04:49:35 +0000

This study aims to develop and evaluate a gamification-based engineering design process (G-EDC) instructional model to enhance digital innovation creativity skills. The model integrates engineering design process stages with gamification techniques to create an engaging and problem-based learning environment. It emphasizes three key roles: Director (teacher), Disciple (student), and Debrief (reflection and refinement), along with eight stages of the engineering design process and core elements of gamification such as goals, points, rewards, and social interaction. The model was assessed by seven experts, including specialists in learning model development, educational evaluation, and gamification technology. The evaluation employed a 5-point Likert scale across six key components of the model. The results demonstrated a high level of appropriateness, with an overall average score of 4.73 (S.D. = 0.44). Specific strengths include the promotion of problem-solving and critical thinking (= 4.85), integration of digital tools (= 4.80), and alignment with learning objectives (= 4.80). These findings indicate statistically significant support for the model’s effectiveness in enhancing digital innovation creativity skills. The G-EDC model shows strong potential for flexible application across various educational contexts and contributes meaningfully to the development of 21st-century competencies.

Did the Covid-19 Pandemic Affect the Viewer Profile for TV Dental News?

Mon, 13 Oct 2025 03:12:55 +0000

Before the Covid-19 pandemic, educational institutions were already successfully disseminating scientific information through YouTube. This study aims to descriptively investigate viewership for the YouTube channel TV Dental News of the School of Dentistry of UFMG (Brazil) before, during, and after the Covid-19 pandemic. This is a cross-sectional study comparatively analyzing three TV Dental News viewership periods: the Covid-19 pre-pandemic period, from February 1, 2019, to February 29, 2020 (pre-Covid-19); the Covid-19 pandemic period, from March 1, 2020, to December 31, 2021 (Covid-19); and the post-peak period of the Covid-19 pandemic, from January 1, 2022, to February 28, 2023 (post-Covid-19). The results reveal a significant increase in viewers in the compared periods, particularly women and non-subscribed viewers. Viewers from abroad are becoming more common than Brazilian viewers. There has been a substantial increase in the number of views over the years analyzed, indicating that high-quality, free education that can be accessed remotely is an important source of knowledge in dentistry.

Students’ Perceptions of English as a Medium of Instruction in Saudi Universities with Respect to Their Intellectual and Linguistic Abilities

Mon, 13 Oct 2025 03:14:57 +0000

English is the primary medium of instruction (EMI) in Saudi universities, especially in science and technical disciplines, where English language proficiency is essential. However, students hold mixed perceptions regarding the use of EMI, with their intellectual and linguistic capabilities playing a significant role. This study surveyed 108 students from four Saudi universities to explore their views on EMI and its effect on their intellectual and linguistic abilities. Results showed that even though 68% of students prefer English as the medium of instruction, 32% face comprehension difficulties, and 58% need to devote additional time due to language barriers. Moreover, 74% reported noticeable improvements in their linguistic abilities. The study also demonstrates challenges such as the necessity for instructors to code-switch between Arabic and English. It suggests short-term strategies such as adopting translanguaging, as well as long-term solutions. A balanced instructional approach is recommended while remedial measures are implemented to enhance English language proficiency.

Development of School Network Management Guidelines to Enhance the Effectiveness of Vocational Training Programs in Technical Colleges Under the Office of the Vocational Education Commission

Mon, 13 Oct 2025 03:18:41 +0000

This study sought to 1) examine the components and indicators of school network management used to improve vocational training programs in technical colleges under the Office of the Vocational Education Commission, 2) assess the current and desired conditions, and identify key management needs to support vocational training in these institutions, and 3) propose management guidelines for school networks to utilize in improving vocational training outcomes. The research was conducted in three phases: 1) synthesis of components and indicators of network management, 2) a survey to evaluate the current and desired conditions and identify priority needs, and 3) a formulation of management guidelines based on best practices. The sample comprised 370 educational administrators and teachers chosen using multi-stage sampling based on Krejcie and Morgan’s table. A questionnaire was used as the primary instrument, with reliability coefficients of 0.95 and 0.96 for the current and desired conditions, respectively. Data was analyzed using mean, percentage and standard deviation, and the Modified Priority Need Index (PNImodified). The findings revealed 50 indicators across five core components of school network management: planning, implementation, decision-making, benefit-sharing and monitoring and evaluation. While both current and desired conditions were rated satisfactory, decision-making and planning emerged as top priority areas. Finally, five management guidelines were proposed, each corresponding to the five components and supported by two strategic recommendations.

Ethical Leadership Affecting Mahidol University Ethical Climate Organization

Mon, 13 Oct 2025 03:20:37 +0000

The purpose of this research was 1) to study the ethical leadership characteristics of the administrators at Mahidol University, 2) to examine the ethical organizational climate at Mahidol University, and 3) to explore the influence of ethical leadership on the ethical organizational climate at Mahidol University, and 4) to propose strategies for developing ethical leadership among administrators at Mahidol University that can positively impact ethical organizational climate and its practical implementation. A mixed methods approach was employed by utilizing both questionnaires and interviews as research instruments. The sample consisted of 400 support staff at Mahidol University, who were recruited through a multi-stage sampling technique. Additionally, five administrators, deputy administrators, and unit heads were recruited using snowball sampling to provide recommendations for the proposed strategies. Data were analyzed using percentages, means, standard deviations, confirmatory factor analysis, and content analysis for qualitative data. The research revealed that the ethical leadership characteristics of administrators at Mahidol University encompassed six factors: responsibility, trustworthiness, respect, fairness, good citizenship, and supportiveness. The ethical organizational climate at Mahidol University, on the other hand, comprised five factors: results orientation, rule orientation, legal and professional ethics, concern for others, and self-orientation. Moreover, ethical leadership showed that the strongest direct positive influence on the dimensions of ethical organizational climate was supportiveness and fairness. This was followed by trustworthiness, responsibility, good citizenship, and respect. The proposed strategies for developing ethical leadership included administrators serving as role models by practicing ethical behavior, making fair decisions, communicating organizational governance principles, establishing ethical standards, and ensuring equal treatment and consideration for individuals. These strategies aligned with utilitarian theory, which emphasized maximizing the overall happiness and well-being of individuals as the criterion for judging right and wrong actions.

A Needs Analysis for Developing a Blended Learning–Driven Communicative Language Teaching Instructional Model to Enhance Primary Students’ English Communication Skills

Mon, 13 Oct 2025 03:25:09 +0000

This study conducted a needs analysis to inform the development of a blended learning-driven communicative language teaching model aimed at enhancing English communication skills among primary school students. The research sought to examine current conditions, identify challenges, and determine key factors essential for designing an effective blended learning framework tailored to primary English education. The study employed a mixed methods research approach, integrating both quantitative and qualitative data collection and analysis to provide a comprehensive understanding of the educational context. A total of 250 primary English language teachers were purposively sampled to participate, alongside in-depth interviews with five experienced teachers and eight students. Data collection included a structured questionnaire and semi-structured interviews. Quantitative analysis showed that teachers perceived significant challenges across instructional domains, with the highest emphasis placed on learning materials and resources (M = 4.17, SD = 0.75), while blended learning was rated lower but still within a high range (M = 3.86, SD = 0.84), reflecting its underdeveloped status in practice. Qualitative thematic analysis revealed that, despite positive attitudes toward blended learning, teachers lacked adequate training to implement it effectively, while students favored interactive, technology-enhanced activities that support speaking and vocabulary development. Both groups emphasized the importance of authentic materials, engaging digital tools, and active learning strategies. These insights will guide the creation of a contextually relevant blended learning model designed to enhance communicative competence in English at the primary education level.

Development of a Creative Project-Based Learning Model Through the Metaverse that Promotes Creativity and Innovative Work for High School Students in Pilot Schools of Education Sandbox

Mon, 13 Oct 2025 03:24:52 +0000

This research aimed to (1) investigate the current situation, needs, key components, and instructional steps of a creative project-based learning model; (2) develop the model; (3) implement it; and (4) evaluate and validate it. This research methodology involved a research and development process conducted in four phases: Phase 1 investigated the current situation, needs, key components, and instructional steps, using a sample of 1,142 students and 31 computational science teachers. Phase 2: developing the model and evaluating it by five experts. Phase 3 implemented the model with students from three school sizes: large, medium, and small. Phase 4: validating and endorsing the model by six experts. The research findings were as follows: 1) Teachers had never implemented learning activities through the metaverse in computer science courses. The most needed were adequate computer equipment, high-speed internet, and budget allocation for necessary technological tools. 2) The developed model consists of six components and five instructional steps: (1) concepts and principles, (2) objectives, (3) content, (4) Metaverse, (5) instructional procedures including preparation, creative planning, creative projects, creative presentations, and evaluation, and (6) model evaluation. Experts evaluated that the overall model was appropriate at the highest level. 3) The creativity of students, which included originality, flexibility, fluency, and elaboration, was at a high level. The innovative work quality of students, including novelty, knowledge integration, creativity, efficiency, and usefulness, was at a high level. Learners were satisfied that the learning management was also at a high level. 4) The validation and endorsement of the model demonstrate that the components of the model are suitable at the highest level. The instructional steps have been assessed as highly appropriate. This model is considered highly accurate, suitable, beneficial, and valuable. Experts certified that the learning management model is entirely consistent, with a 100% accuracy rate

Developing Program to Promote Reading Skill of Thai Language for Primary Students with Learning Disabilities of Suksasongkhoa School in Northeast Thailand

Mon, 09 Mar 2026 06:04:05 +0000

This study aimed to synthesize research on instructional methods affecting the Thai language reading skills of elementary students with learning disabilities, analyze the current state, identify problems and guidelines for promoting Thai language reading skills, develop and evaluate a Thai language reading Skill Promotion Program, and assess its implementation and effectiveness for elementary students in Suksasongkhoa School in Northeast Thailand. The study employed a mixed-methods research design with a sample size of 40 elementary students with learning disabilities. The research instruments included a research characteristic record form and the Thai language reading Skill Promotion Program, which comprised a diagnostic Thai language reading test, lesson plans, instructional media, presentation software (PowerPoint), and reading skill promotion exercises. Data analysis involved content analysis, the Kruskal-Wallis Test to assess differences in effect sizes, and the Wilcoxon Match-Pair Sign Rank Test to compare pre- and post-intervention mean scores. The results indicated that the Thai language reading Skill Promotion Program significantly improved students’ reading skills (p < 0.05). Three primary areas of deficiency were identified: recognition of consonants, vowels, and tone mark forms and sounds, spelling patterns with and without final consonants, and word reading involving inherent vowels, consonant clusters, and silent letters. The program’s overall evaluation showed high effectiveness, ease of use, and suitability, with high levels of student satisfaction. The findings provide valuable insights for educators, curriculum developers, and policymakers in promoting reading skills for students with learning disabilities.

Parcipatory Action Research to Develop Local Wisdom-Integrated Environmental Education Lessons for Primary Schools in Mangrove Communities

Mon, 13 Oct 2025 03:28:19 +0000

This study aimed to (a) investigate the problems and needs related to integrating local wisdom into classroom instruction, (b) explore the processes and outcomes of environmental education in teacher self-development for this integration, and (c) analyze key factors contributing to the success of teachers in applying local wisdom in their teaching. Local wisdom, deeply rooted in Thai cultural identity, offers valuable knowledge and techniques passed down through generations. It also reflects unique local contexts and can be used to enrich the learning experience in a way that aligns with students’ lives and the surrounding environment. Teachers play a crucial role in raising students’ awareness of local wisdom by embedding it in school curricula. However, current efforts to promote this integration face challenges due to varying teacher capacities, insufficient training, and context-specific needs. This study adopted a qualitative approach to identify a practical model and key success factors for supporting teachers’ professional growth. The findings revealed that successful integration depends on teacher motivation, collaborative learning, institutional support, and the relevance of professional development models to local contexts. This study provides insights into designing effective strategies to enhance the capacity of teachers, especially those in rural or marginalized areas, to connect curriculum with community knowledge, thereby promoting meaningful learning and cultural sustainability.

Web-Based Constructivist Learning Environment Model to Foster Critical Reading and Reading Literacy within the PISA Framework: Comprehensive Development and Validation

Mon, 13 Oct 2025 03:40:02 +0000

This study aimed to enhance Thai ninth-grade students’ critical reading and reading literacy by implementing a Web-Based Constructivist Learning Environment Model (Web-Based CLEM) aligned with the PISA-based reading literacy framework. Employing a Design and Development approach, the study was conducted in two phases: Phase 1 involved model development through a comprehensive literature review, needs analysis, and theoretical synthesis; Phase 2 focused on model validation, where the Web-Based CLEM was tested with 42 students from Khon Kaen Wittayayon School using pre- and post-tests as well as structured interviews to validate its effectiveness in improving critical reading and PISA-based reading literacy. The study successfully established a comprehensive Web-Based CLEM incorporating eight interactive components namely: Problem Situation, Learning Resources, Intellectual Tools, Learning Exchange Center, Center for Promoting Critical Reading, Center for Promoting Reading Literacy, Help Center, and Advice Center, designed to foster reading comprehension, metacognitive engagement, and literacy skill development. The validation phase of the Web-Based CLEM revealed significant improvement in students’ critical reading skills and reading literacy, with pre- and post-test mean achievement scores increasing from 35.45 to 45.52 (t = 18.46, p < 0.05), and 88.10% of students meeting the 70% passing criterion. Likewise, pre- and post-test scores for critical reading and reading literacy rose from x̅ = 21.12, 8.74 to x̅ = 34.93, 10.40, demonstrating substantial gains in both skills. Additionally, the coefficient of determination (r²) was 0.426, suggesting that approximately 42.6% of the variance in achievement scores can be explained by students’ reading literacy levels, with both variables moving in the same direction. Furthermore, students’ perception of the effectiveness of the Web-Based CLEM in terms of content, media, and design revealed valuable insights into how they engaged with and applied critical reading strategies within the digital learning environment. This study extends the literature on constructivist learning and digital literacy by providing empirical evidence on the effectiveness of Web-Based CLEM in fostering critical reading skills in secondary education. The findings contribute to ongoing discussions on innovative pedagogical models that prepare students for complex literacy demands in an increasingly digital world.

Components and Indicators of Digital Citizenship Among Teachers in Private Schools Under the Office of the Private Education Commission, Northeastern Region

Wed, 15 Oct 2025 01:17:10 +0000

This research aims to: 1) study the components and indicators of digital citizenship for private school teachers, and 2) examine the goodness-of-fit of the component model and indicators of digital citizenship for private school teachers. The sample consisted of 260 general private school teachers under the Office of the Private Education Commission in the Northeastern Region. The researchers determined the sample size using a 20:1 ratio of parameters and employed a multi-stage random sampling technique. The research instrument was a questionnaire for designed to develop components and indicators for enhancing digital citizenship among private school teachers, with an Index of Item-Objective Congruence (IOC) values ranging from 0.80–1.00, discriminative power measured using Pearson Product-Moment Correlation Coefficients ranging from 0.252–0.857, and reliability using Cronbach’s alpha coefficient (α) of 0.97 for the entire instrument. Data were analyzed using Confirmatory Factor Analysis (CFA).

Results: 1) The development of components and indicators for enhancing digital citizenship among private school teachers, based on synthesis of documents and related research, comprised 3 components: 1) Digital Literacy, 2) Digital Ethics, and 3) Self-Protection and Protection of Others, with a total of 10 indicators. 2) The examination of model fit for the components and indicators of digital citizenship enhancement among private school teachers showed consistency with empirical data: χ² = 43.093, df = 30, χ²/df = 1.436, p-value = 0.057, GFI = 0.960, CFI = 0.989, NFI = 0.964, RMR = 0.017, RMSEA = 0.047, indicating that this instrument can be used to assess digital citizenship among private school teachers.

Developing Primary Mental Health Prevention Program Through Eight Mental Flourishing Components: Lessons from Action Research in Thai Secondary Schools

Thu, 16 Oct 2025 01:37:03 +0000

Background: Thai youth face significant mental health challenges, with stress levels reaching 24.83%, depression risk at 29.51%, and suicide risk at 20.35% among those under 20 years old. Current mental health promotion in Thai schools demonstrates critical gaps, including fragmented activity design, emphasis on teaching over experiential learning, and reactive rather than preventive approaches.

Objectives: This study aimed to (1) investigate factors affecting mental flourishing enhancement in secondary school students and (2) develop and implement a learning program to promote mental flourishing among secondary school students.

Methods: This mixed-methods action research employed Kemmis and McTaggart’s four-stage cyclical process: planning, action, observation, and reflection. Participants included 80 grade-8 students from two classrooms with different academic abilities, school administrators, teachers, parents, and four education experts. Research instruments comprised a 10-session learning program, the Thai version of the EPOCH mental flourishing scale (reliability α = .919), semi-structured interviews, and focus group discussions.

Results: Findings revealed four ecological system levels affecting mental flourishing: microsystem (family, friends, teachers), mesosystem (classroom and school activities), exosystem (social value trends, social media influence), and macrosystem (COVID-19 impacts, teacher development systems). Eight mental flourishing components were synthesized into two dimensions: meaningful living (purpose in life, autonomy, resilience, positive relationships) and life satisfaction (self-efficacy, optimism, vitality, psychological safety). The program significantly enhanced students’ mental flourishing, particularly perseverance (+0.42 points) and engagement (+0.31 points) among moderate-to-low academic ability students, with sustained improvements after two months. Analysis revealed three crucial implementation components that formed an emergent Trust-Setting-Stimulus (TSS) framework comprising trust-building, appropriate environment setting, and interest stimulation through real-life connected activities.

Conclusions: The eight mental flourishing components provide a conceptual framework for designing mental health promotion activities for students. Teachers and educational personnel can apply the program and TSS Model to create holistic learning environments that promote mental flourishing. This primary prevention approach offers an effective alternative for building psychological immunity against mental health problems and future challenges among Thai youth.

Do Male and Female Teachers Teach Differently in Hohoe, Ghana? Exploring Gendered Perceptions of Learner-Centred Pedagogy

Sat, 31 Jan 2026 08:32:35 +0000

This study investigated gender-based differences in teachers’ perceptions of learner-centred pedagogical strategies in basic schools in Hohoe, Ghana. Five pedagogical approaches, constructivist, collaborative, inquiry-based, integrative, and reflective, formed the analytical focus. Guided by a positivist paradigm, the study employed a descriptive survey design and collected data from 364 teachers across 28 basic schools through a structured five-point Likert scale questionnaire. A one-way multivariate analysis of variance (MANOVA) was conducted to examine differences across gender. The results indicate no significant gender differences for constructivist, collaborative, inquiry-based, and integrative pedagogies. However, female teachers demonstrated significantly more positive perceptions of reflective pedagogy compared to their male counterparts, suggesting greater alignment of female teachers with self-evaluative and introspective teaching practices. The study highlights the need for professional learning programmes that encourage male teachers to engage more deeply with reflective teaching techniques. Strengthening reflective practice across gender groups may enhance the overall implementation of learner-centred teaching in Ghanaian basic schools.

The Development of Students’ Reading Comprehension Through Creative-Based Learning with Canva Application

Sat, 31 Jan 2026 08:43:46 +0000

The aims of this study were 1) to investigate the effect of using CBL with Canva application on the reading comprehension performance 2) to determine the satisfaction level of students towards learning through CBL with Canva application and 3) to explore the experiences that the students have obtained with regard to their reading comprehension tasks using CBL with Canva application. The study involved 32 purposively selected students who studied at the third-year Vocational Certificate in Electronics at Kalasin Technical College, Kalasin, Thailand. Furthermore, this study employed a mixed-methods approach. For the qualitative part, the following research instruments were pre-test and post-test, a questionnaire on students’ satisfaction levels with learning through CBL with Canva application. For the qualitative part, it utilized the semi-structured interview. The data statistically analyzed and interpreted using the mean, standard deviation, and t-test. The data from the semi-structured interviews were analyzed using a thematic analysis. Results from the study revealed that there was a significant difference between the pre-test and post-test at 0.001 level of significance after using CBL with Canva Application was implemented. In addition, the percentage level of satisfaction with the intervention was high. Moreover, the interview revealed that the students consistently expressed their appreciation for the interactive, collaborative, and visually stimulating aspects of CBL with the Canva application. These results confirm that using CBL with the Canva application not only to enhance students’ reading comprehension performance but also increase experiences and promote positive attitudes towards learning English.

Reviewer Acknowledgements for Journal of Education and Learning, Vol. 15, No. 1

Sat, 31 Jan 2026 08:47:38 +0000

Reviewer Acknowledgements for Journal of Education and Learning, Vol. 15, No. 1, 2026