Journal of Education and Learning, Issue: Vol.15, No.3

Innovation in Digital Language Teaching: Emerging Lessons from Two Interpretative Studies in Portugal

Wed, 10 Dec 2025 03:22:29 +0000

This study explores how digital innovation is conceptualized and enacted in foreign language teaching, by drawing on two interpretative studies carried out in Portugal before and during the COVID-19 pandemic. The first examined 265 English teachers’ reported practices with technologies, while the second explored 127 language teachers’ experience during emergency remote teaching. A comparative interpretative synthesis was used to examine thematic patterns regarding pedagogical purposes, teaching strategies, and challenges. Findings are interpreted through professional development frameworks, such as TPACK, and critical perspectives on pedagogical integration of technologies. Results reveal that, despite increased technology use, traditional teaching practices largely prevailed. Innovation emerged mostly in teachers’ strategic intention rather than in structural transformation. The study highlights that technology alone does not drive pedagogical change, and that only well-substantiated pedagogical integration may lead to meaningful innovation. Implications for teacher education are discussed, particularly the need to align digital competence with pedagogical purpose.

Assistance Dogs in Schools: What Does This Change for Teachers?

Wed, 10 Dec 2025 03:24:43 +0000

Students with Autism Spectrum Disorder (ASD) often receive less instruction in reading and writing due to challenges related to daily life skills. However, these academic skills are crucial for promoting social inclusion. The use of assistance dogs—particularly those trained by the organization Mira—is recognized for supporting both social and cognitive development in these students. Despite this, the actual impact on teaching practices remains underexplored. This exploratory study, based on a questionnaire completed by 29 teachers who had integrated an assistance or therapy dog in their classroom, analyzes their experiences using the theoretical framework of Bélanger et al. (2012). Results show that while teachers generally feel competent in integrating the dog, the support they receive is mostly limited to behavioral rules (e.g., no touching or calling the dog), with little to no pedagogical guidance. The dog is seen as an emotional support for the student user but is rarely included in learning activities. Some teachers, however, express a desire for more flexibility in the rules to promote better social and educational inclusion. The study suggests a need to reconsider current practices and regulatory frameworks around assistance dogs to better harness their educational potential.

Class Timetable Allocation in Higher Education Using Binary Integer Programming: A Case Study in the Academic Department of Mathematics at a Public University in Paraná, Brazil

Wed, 10 Dec 2025 03:26:30 +0000

The timetabling problem in higher education is a complex optimization challenge, shaped by multiple constraints and the need to balance institutional requirements with the well-being of the faculty. This study introduces a binary integer programming model for the equitable distribution of teaching loads within the Department of Mathematics at a public university in Paraná, Brazil. The model’s objective is to assign 49 classes to 16 professors, considering 17 daily time slots over five weekdays. Implemented using Julia/JuMP and solved with the Gurobi Optimizer, the optimal solution was reached in 30.44 seconds, with an objective value of 17,905. A 0.0000% gap between the best objective and the best bound demonstrates the optimality of the solution. The primary contribution of this work lies in incorporating constraints that are rarely explored in literature, such as limiting consecutive teaching days, enforcing contiguous blocks of classes, and penalizing evening assignments. These constraints are integrated into an objective function that balances efficiency and fairness. Unlike heuristic approaches, the model guarantees solution optimality within a competitive computational time, making it a robust alternative for medium-sized instances. The results show that the proposed model not only ensures technical feasibility but also promotes distributive equity and pedagogical coherence, contributing to both efficient academic management and faculty well-being.

Towards Adaptive Resilience: Generative AI Integration in English Departments in Canada and Beyond

Fri, 12 Dec 2025 03:02:14 +0000

This study examines how English departments can navigate the integration of generative AI technologies while preserving their core educational mission of developing authentic student voices and critical thinking. Through intentional case analysis of departmental characteristics and policy frameworks, we identify fundamental tensions between Maton’s knower code dynamics that define humanities education and the horizontal knowledge structures necessary for technological adaptation. Drawing on Bernstein’s discourse theory and contemporary educational research, we argue that current responses to AI, ranging from uncritical embrace to rigid resistance, fail to address the deeper identity challenges these technologies pose for humanities disciplines. Our interpretive policy analysis reveals that English departments, seen as exemplars for humanities departments world-wide, exist as complex institutional environments where preconditions for both AI resistance and acceptance coexist simultaneously. The study maps the acceptance of AI technology on a continuum from AI resistance to AI acceptance. The study introduces adaptive resilience as a framework that honors authentic voices while accommodating pedagogical diversity required for technological adaptation. The findings of our case study and policy analysis suggest that successful AI integration requires moving beyond polarized positions toward relational stances that embrace both traditional expertise based and contemporary multidisciplinary approaches that preserve our commitment to both culturally responsive critical analysis while adapting to evolving technological contexts.

Exploring the Gender Inclusivity in Extra Mural Curriculum in Eswatini’s High Schools

Wed, 17 Dec 2025 06:22:29 +0000

Using a social constructionist lens, this research explored gender dynamics in extracurricular activities among Eswatini high school students. The study used a qualitative narrative inquiry methodology and included semi-structured interviews with 24 purposively selected participants (12 boys and 12 girls) aged 16 to 18 years from four high schools. We gathered data through individual interviews and focus groups. The data showed that cultural expectations and gender stereotypes have a strong influence on extracurricular activities, resulting in considerable inequalities in participation and support for boys and girls. While boys are encouraged to participate in competitive sports and frequently receive stronger institutional support, girls are typically consigned to supportive roles with little options for competitive involvement. Activities like rugby are primarily reserved for boys, supporting traditional gender standards. The study identified the mechanisms by which gender inequalities persist in school settings and recommends structural adjustments to promote greater inclusivity and justice in extracurricular programming.

Developing a Family Collaborative Learning Process to Promote Career Planning for Adolescents: An Action Research Approach

Wed, 17 Dec 2025 06:24:14 +0000

This study explored the development of a family collaborative learning process to promote career planning among adolescents in Thailand. Drawing on Kemmis and McTaggart’s (1990) action research framework, seven families—each with an adolescent aged 13–15—participated in a cyclical process of planning, acting, observing, and reflecting (PAOR). Literature was first reviewed to design research tools, which included (1) semi-structured interview guides and (2) field notes for the planning stage. Data was then collected during the acting phase through interviews and observations, while thematic content analysis was conducted during the reflection phase to identify key factors shaping the family learning process.

The findings highlight two major categories with five sub-themes influencing family collaborative learning. Internal factors included limited quality family time, communication that was often directive and brief, and parents’ good intentions without practical strategies. External factors reflected adolescents’ reliance on outside sources of information and the presence of generational or aspirational gaps.

Building on these insights, the study developed a framework that integrates the 3F principles—Focus Listening, Frame, and Facilitate—with the 4D cycle—Deep Reflect, Develop Together, Design the Map, and Drive and Evolve. Together, these approaches aim to shift parents’ roles from directive advisors toward facilitators of collaborative and reflective learning.

To support practical application, five tools were created to help families engage in career-related dialogue and shared decision-making: (1) family dialogue prompts, (2) MBTI-based activity, (3) Child’s Thought Checklist, (4) Family Learning Contract, and (5) a Family Journal template. These tools encourage parents and adolescents to co-create meaningful conversations, strengthen understanding, and align aspirations with realistic planning.

Overall, the study contributes to a structured yet flexible process that empowers families to learn together, bridge generational gaps, and guide adolescents toward more informed and collaborative career choices.

Scientific Mindset Development in the Digital Age: Components and Indicators for Secondary School Teacher Programs Under Thailand’s Office of the Basic Education Commission

Wed, 17 Dec 2025 06:25:54 +0000

This study aimed to investigate the components and indicators of scientific mind among secondary school teachers in the digital era under the Office of the Basic Education Commission. The research methodology employed document research to examine principles, concepts, and theories from relevant documents, textbooks, and research studies both domestically and internationally. Data were collected, analyzed, and synthesized to identify the components and indicators of scientific mind among secondary school teachers. The research instruments included document recording forms and assessment forms for evaluating the appropriateness of components and indicators, which were validated by nine experts. The findings revealed that: 1) The scientific mind of secondary school teachers under the Office of the Basic Education Commission consists of six components: (1) open-mindedness, (2) curiosity, (3) thoroughness, (4) rationality, (5) critical thinking, and (6) perseverance. Overall, each component was rated at the highest level of appropriateness; 2) The component and indicators of open-mindedness were rated at the highest level of appropriateness; 3) The component and indicators of curiosity were rated at the highest level of appropriateness; 4) The component and indicators of thoroughness were rated at the highest level of appropriateness; 5) The component and indicators of rationality were rated at the highest level of appropriateness; 6) The component and indicators of critical thinking were rated at the highest level of appropriateness; 7) The component and indicators of perseverance were rated at the highest level of appropriateness. Analysis of priority needs identified thoroughness, critical thinking, and rationality as the components requiring most urgent development in the current educational context. The findings provide a framework for enhancing scientific mindset development programs that address the challenges of science education in digital learning environments.

Development of Academic Leadership Competency Model of Elementary School Teachers in Rural Area in Hubei Province

Tue, 23 Dec 2025 03:21:07 +0000

This study focused on elementary school teachers in rural area in Hubei Province, aiming to study the key components of academic leadership, to investigate the current state, ideal state, and the needs of academic leadership, to develop and verify the effectiveness of the model for enhancing academic leadership, and to investigate the results of implementing the model for enhancing academic leadership. The research was divided into four phases. The first phase examined key components of performance indicators of elementary school teachers in rural area in Hubei Province through a literature review and conducted semi-structured interviews with experts. The second phase investigated the current state, the ideal state, and the needs of academic leadership. The samples consisted of 320 teachers from elementary school in rural area in Hubei Province, selected through stratified random sampling. In the third phase, the model for enhancing academic leadership was developed through best practice interviews, and the manual was written. This model and manual were verified by nine experts in terms of possibility, appropriacy, accuracy, comprehensiveness, and usability. Moreover, the fourth phase implemented the model for enhancing academic leadership of elementary school teachers in rural area in Hubei Province with 30 teachers, selected through purposive sampling. The assessment of academic leadership of teachers was conducted using a pre-test and a post-test for assessing knowledge, and using evaluation forms for assessing the skill of the academic leadership and satisfaction.

The results were as follows:

1) The results identified three key components of academic leadership which consisted of teaching leadership, charismatic leadership, and team leadership.

2) The overall current state was at a moderate level; the ideal state was at a high level. The needs analysis highlighted teaching leadership as the most needed, while the analysis indicated that charismatic leadership was the least needed.

3) The development of the model for enhancing academic leadership included five parts: Part 1 was the lead section; Part 2 was structural drafting; Part 3 was experimental implementation to compare implementation results; Part 4 was evaluation; and Part 5 was success conditions. The overall quality assessment of the model was at a high level.

4) The results of implementation of the model for enhancing academic leadership indicated that there was a statistically significant difference in terms of knowledge. A comparison of pre-test and post-test scores revealed a higher average score after the training. In terms of the skills of the academic leadership, teachers self-assessed their skills at a high level, while their administrator assessed the teachers’ skills at the highest level. Regarding satisfaction, teachers expressed the highest level of satisfaction towards the training.

Constructing and Validating a Flipped and Collaborative Learning Model for Fostering Instructional Design Skills of Chinese Pre-Service Physics Teachers

Tue, 23 Dec 2025 03:22:52 +0000

This study aimed to develop and validate an instructional model integrating a flipped classroom and collaborative learning approaches to enhance instructional design skills of Chinese pre-service physics teachers. Before developing the model, structured questionnaires and semi-structured interviews were used to collect data from teachers’ and pre-service physics teachers’ perspectives on classroom management to enhancing instructional design skill. Results indicated strong awareness of instructional design and appreciation for digital tools and feedback, but revealed weaknesses in pre-class preparation, collaboration, and classroom engagement. Developing instructional model components consisted of six key aspects include generating model principles, defining learning objectives, designing learning steps, examining the roles of teachers and students, and developing assessment methods to evaluate learning. The instructional model was validate by five experts using standardized rating forms, yielding high average scores (4.00–5.00) and strong reliability (ICC = 0.79–0.87), confirming its theoretical soundness and contextual relevance. Lesson plans were designed to structure and guide instruction, aligning with the instructional model’s principles and learning steps. Seven lesson plans received the average appropriateness score 4.20–5.00 with good consistency (ICC = 0.76), demonstrating strong alignment and feasibility. After complete experts’ validation, the lesson plans were piloted with 40 students. The pilot phase showed high actively engagement that suggests the model are feasible and acceptable to participants. This is a positive indicator for the implementation phase. The study offers a practical and scalable framework for instructional design training in teacher education.

Cultural Memory and Identity Formation in Performing Arts: The Educational Role of Hue Tuong

Tue, 23 Dec 2025 03:24:14 +0000

Hue Tuong is a royal-rooted theatrical form in the world cultural heritage city of Hue. Drawing on ethnographic observation, practitioner interviews, archival materials, and practice-based analysis, this article examines how Hue Tuong’s bodily practice—especially face painting, costuming, choreographic conventions, and a codified character system—embeds cultural memory and fosters identity formation through education. We employed a qualitative design using field observations, semi-structured interviews with master artists, and archival/documentary sources as the main research instruments. Data collection took place in Hue, focusing on rehearsals at the Duyệt Thị Đường Theatre, festival performances, and practitioner testimonies from the La family lineage. Materials such as photographs, costume catalogues, and training manuals were also gathered. The data were analyzed through thematic coding and semiotic interpretation, identifying how colors, lines, beards, costumes, and movement sequences communicate ethical and social meanings. The findings show that face painting and costumes operate as semiotic codes of morality and rank, choreographic vocabularies serve as embodied pedagogy, and character typologies provide moral models. Moreover, Hue Tuong festivals function as “living classrooms,” revitalizing intangible heritage for youth audiences. Implications are offered for curriculum design, teacher education, and heritage-centered arts programs.

Entrepreneurial Characteristics, Development Needs, and a Proposed Development Model for Royal Thai Army Reservists before Discharge: A Mixed-Methods Study

Tue, 23 Dec 2025 03:25:59 +0000

This study examined the entrepreneurial characteristics, development needs, and proposed a development model for Royal Thai Army reservists before discharge. A mixed-methods design was employed, combining quantitative data from 416 reservists via a structured questionnaire with qualitative insights from interviews with 10 reservists and five commanding officers. Quantitative results indicated high levels across seven entrepreneurial characteristics: motivation (M = 4.12), integrity (M = 3.94), creativity (M = 3.75), reflection (M = 3.75), opportunity recognition (M = 3.47), risk-taking (M = 3.57), and problem-solving (M = 3.53). Development needs were also high in all dimensions, with motivation (M = 4.05) and integrity (M = 4.01) ranking highest. Qualitative findings revealed diverse entrepreneurial aspirations—mainly in food, retail, livestock, and logistics—while highlighting strengths such as integrity, discipline, and perseverance, alongside gaps in creativity, opportunity recognition, and risk management. Reservists favored practical, hands-on training, short theoretical sessions, access to funding, and market opportunities within or near military facilities. Commanding officers emphasized similar strengths but noted constraints, including limited capital, low education, insufficient business knowledge, and a reliance on orders. They recommended integrating mindset training, basic business skills, and innovation into blended workshops with real-market simulations and post-discharge support. The integrated results inform a comprehensive development framework centered on creativity, opportunity identification, and practical operations, supported by institutional facilitation and mentoring to enhance entrepreneurial readiness.

Management Strategy for Developing Students’ Morals in Small-Sized Primary Schools in the Northeast of Thailand

Fri, 26 Dec 2025 03:13:40 +0000

This research aimed to propose a management strategy for developing students’ morals in small-sized primary schools in northeast Thailand. The study used a research and development approach carried out in four phases: Phase 1 examined the current conditions, desired conditions, necessary requirements, and management approaches for small-sized primary schools in northeastern Thailand. The sample included 357 school administrators, acting school directors, and teachers, selected through semi-structured interviews. Phase 2 involved developing a management strategy to improve students’ morals in small-sized primary schools. The target group consisted of nine experts from higher education institutions and specialists in educational management and administration, chosen through purposive sampling. Phase 3 assessed the implementation of the management strategy designed to develop students’ morals in small-sized primary schools. The target group included one small-sized primary school under the Primary Educational Service Area Office, Ubon Ratchathani Zone 2, selected through purposive sampling. Phase 4 evaluated the management strategy for developing students’ morals in small-sized primary schools in northeast Thailand. The target group consisted of 21 experts and stakeholders, selected through purposive sampling. The research tools included questionnaires and strategy evaluation forms. The statistical methods used were percentages, means, standard deviations, and content analysis. The findings identified five key components of the management strategies for developing students’ morals in small-sized primary schools: 1) Vision, 2) Mission, 3) Objectives, 4) Strategies, and 5) Key Performance Indicators (KPIs). The primary strategies to promote students’ moral character in small-sized primary schools were: 1) Transformational educational management to enhance efficiency, 2) Promotion of moral-focused learning management, 3) Improving student quality through moral and ethical development for the 21st century, 4) Professional development for teachers, and 5) Building collaborative networks with stakeholders. The strategy evaluation indicated high levels of appropriateness, feasibility, and usefulness.

Improving EFL Students’ Speech Proficiency Through AI-Driven Interaction: A Study on ChatGPT’s Impact

Mon, 29 Dec 2025 05:28:20 +0000

This study explored how ChatGPT can help students improve their English speech proficiency skills, especially in speaking. The main objectives were to investigate the improvement of the participants’ speech proficiency after using ChatGPT treatment and how they perceive the implementation of ChatGPT in improving speech proficiency. A mixed-methods approach was adopted in this study and participants were chosen using a purposive sampling technique. The study focused on the benefits and limitations of using AI tools in education. A gap was found in previous research, as many studies discussed ChatGPT’s features, but few focused on how students feel about using it in real classrooms. The data were collected through a survey questionnaire and semi-structured interviews. Results showed that many students found ChatGPT to be a beneficial process in the development of students’ speech, as an easy-to-use and helpful tool for learning English. The study revealed that ChatGPT training significantly improved students’ speech performance (t = 12.538, p < .05), enhancing their content, fluency, language and style through AI-assisted feedback that reduced anxiety and promoted autonomous learning. In addition, results show that students highly valued ChatGPT’s timely and effective feedback on speech tasks, earning an overall mean of 4.39, recognizing it as a reliable support tool that enhances revisions, reduces anxiety, saves time, and promotes motivation. This implies that teachers can integrate ChatGPT into speaking activities to provide quick feedback and build students’ confidence, making learning more engaging.

Perspectives on Flexible Learning of Science Teacher Education Program: Seven Thai Universities Report

Fri, 26 Dec 2025 03:17:35 +0000

Recently, there has been a widespread implementation of online learning in both traditional classrooms and online classrooms. This has led to a shift in the educational landscape, moving away from face-to-face interactions towards flexible learning by using various kinds of digital platforms. This study employed survey method to investigate perspective of flexible learning of science teacher education from 7 universities, Thailand by selected through purposive sampling and analyzed using a phenomenological design, the researchers conducted interviews to understand the experiences and strategies of these teachers in implementing flexible learning. The questionnaire and interviewing form were employed, and data were collected online. Qualitative data and content analysis were used for showing the result. The themes that emerged from the analysis of the critical components, including learning resources, delivery mode, technology, pedagogy, and student perspective, focused on constraints, flexibility, the use of technology and online resources, and instructional techniques. The participants highlighted internet connectivity and the availability of learning materials as challenges. Instructors employed various techniques and innovations to engage students and encourage them to think creatively. However, the study requires more implementation to convince that flexible learning is suitable for science teacher education as well.

Digital Technology Skills Learning for Sales Employees: A Scoping Review

Fri, 26 Dec 2025 03:29:34 +0000

The rapid digital transformation of the global economy has reshaped the competencies required of sales employees, shifting their roles from transactional intermediaries to digitally informed advisors. While extensive research has examined digital marketing strategies and organizational-level transformations, limited attention has been given to the operational-level digital skills essential for frontline sales employees, particularly within small and medium-sized enterprises (SMEs) and emerging economies. This study employed a scoping review methodology, following Arksey and O’Malley’s (2005) framework and PRISMA 2020 guidelines, to systematically map the extent and nature of the literature on digital technology skills for sales employees. A comprehensive search across Scopus, Web of Science, EBSCOhost, ProQuest, and Google Scholar yielded 1,250 records, of which 45 met the inclusion criteria. Data were extracted and thematically synthesized to identify core competency clusters and research gaps. The analysis revealed five thematic clusters of digital skills: (1) digital communication and social media, (2) CRM and customer data management, (3) e-commerce and digital platforms, (4) AI and data analytics, and (5) cybersecurity and data privacy. While strategic-level competencies such as AI adoption and social CRM integration are well documented, evidence on operational skills—including POS system use, e-payment security, and routine data hygiene—remains underexplored. Furthermore, the majority of studies originate from large corporations in developed economies, leaving SMEs and developing contexts underrepresented. This review contributes by synthesizing a sales-specific competency framework that integrates both strategic and operational dimensions. The findings have direct implications for organizations, SMEs, and policymakers, underscoring the need for task-embedded training pathways, sector-specific competency standards, and policy support for digital workforce development. Future research should validate these frameworks empirically, prioritize underrepresented contexts, and adopt longitudinal designs to track workforce adaptation in an evolving digital landscape.

Enhancing In-Service English Teachers’ Lesson Planning Skills Using Genre-Based Approach and AI for Teaching Fiction Reading

Mon, 29 Dec 2025 06:26:57 +0000

This study addresses the gap in professional development resources for in-service English teachers in designing effective lesson plans for fiction reading. In particular, it explores how the integration of genre-based instruction (GBI) and Artificial Intelligence (AI) can support pedagogical planning in EFL contexts. GBI provides a structured framework to scaffold students’ reading through stages such as building field knowledge, supported reading, and genre-focused writing. AI tools, including ChatGPT, assist teachers in adapting texts, creating multimedia content, and designing story maps to support learners’ comprehension. The research employed a mixed-methods design involving eight in-service teachers enrolled in a graduate program in Thailand. Data were collected through pre- and post-tests, lesson plan evaluations, questionnaires, and semi-structured interviews. Results showed a statistically significant improvement in GBI knowledge (pre-test mean = 6.38; post-test mean = 14.00, *p* < .05) and an increase in lesson planning quality (mean scores between 4.63 and 5.00). Teachers further reported higher confidence and perceived usefulness of AI in supporting diverse learner needs. Future research should explore this integration across other genres and with larger, more diverse participant groups to assess long-term instructional outcomes and adaptability.

Collaborative Embodied Learning Among Hemodialysis Patients: A Cultural Ethnography From Southern Thailand

Mon, 05 Jan 2026 04:09:21 +0000

Current patient education models for chronic kidney disease rely on compliance-based approaches that position patients as passive recipients. This ethnographic study examines how hemodialysis patients in Southern Thailand develop collaborative embodied learning relationships extending beyond conventional biomedical paradigms. During 10 months of fieldwork with 27 participants at Phatthalung Hospital, we employed educational ethnography within Scheper-Hughes and Lock’s (1987) three bodies framework. Our findings identified three interconnected mechanisms. First, embodied expertise develops through crisis-driven learning and metaphorical framework construction. Second, collaborative knowledge networks emerge through family systems, peer communities, and provider partnerships. Third, cultural negotiation enables identity reconstruction as patients integrate traditional healing with biomedical requirements. This study proposes three theoretical frameworks, multi-modal learning pathways, collaborative knowledge networks, and cultural innovation, transforming patient education from information transmission toward collaborative knowledge construction that recognizes the simultaneous operation of embodied experience, cultural resources, and power negotiations.

Developing the Ability to Solve Mathematical Problems of Grade 8 Students Through the Search-Solve-Create-Share Learning Management Approach Integrated with the Concrete-Pictorial-Abstract Approach

Mon, 05 Jan 2026 04:11:37 +0000

The purpose of the study was to develop Grade 8 students’ mathematical problem-solving ability through the integration of the Search-Solve-Create-Share (SSCS) learning model with the Concrete-Pictorial-Abstract (CPA) approach. The study was designed as action research conducted over three learning cycles. The participants were 40 Thai Mathayomsuksa 2 students (Grade 8) selected by purposive sampling. The instruments were a set of 12 lesson plans, a mathematical problem-solving test, and an observation checklist, all validated by experts. Mean, percentage, and standard deviation were used in data analysis. The results show that students’ problem-solving performance improved steadily, with 85% of students meeting the 70% proficiency criterion by the third cycle. The contribution of this study is to provide a practical demonstration of how CPA can be systematically integrated into the SSCS model to enhance mathematical problem-solving at multiple levels.

Exploring the Transformative Impact of a Contemplative-Based Life Design Program for Non-Formal Education Students

Mon, 05 Jan 2026 04:13:32 +0000

This study implemented and evaluated “Program Enhancing Life Design Abilities for Non-Formal Education (NFE) Students under the Concept of Contemplative Education.” The program integrated contemplative learning principles with the life design framework to promote holistic self-development among learners. It consisted of five sequential learning plans: (1) self-reflection for self-discovery; (2) goal setting and vision building; (3) exploration of options and possibilities; (4) prototyping and experimentation; and (5) learning from experiences and adapting, implemented through thirteen contemplative activities designed to cultivate mindfulness, self-awareness, and purposeful action. Thirty NFE students from two district learning promotion centers in Bangkok voluntarily participated in a two-day workshop, followed by a three-week period of living out their designed life models and a reflective focus group. Data were collected through field notes, life design journals, and semi-structured interviews, and analyzed using content analysis to identify emergent themes. The findings revealed enhanced self-awareness, self-acceptance, and clarity in participants’ life goals. Learners described the program as a safe, reflective space that nurtured authenticity and emotional openness. Despite initial discomfort during self-exploration, participants demonstrated transformative growth, reframing personal challenges into motivation for self-improvement. Positive changes were observed in family aspirations, career planning, and health consciousness. Overall, the program effectively strengthened learners’ capacities for intentional life design and lifelong learning, illustrating the potential of contemplative-based approaches in empowering marginalized learners within Thailand’s non-formal education system.

The Effect of Integrating Communicative Language Teaching Approach with Artificial Intelligence Technology (AI) on Enhancing English Speaking of National Primary School Students in Yunnan Province, China

Tue, 06 Jan 2026 03:25:01 +0000

The integration of Artificial Intelligence (AI) into English language instruction has gained momentum in recent years, offering new opportunities to enhance students’ speaking proficiency, particularly in under-resourced regions. With increasing emphasis on learner-centered approaches, AI tools provide dynamic, real-time feedback and individualized learning pathways that traditional instruction often lacks. This study examines the effectiveness of integrating Communicative Language Teaching (CLT) with AI-supported tools in enhancing the English speaking skills of Grade 6 students at a public primary school in Yunnan Province, China. The study also examines students’ satisfaction with this integrated teaching approach and its impact on their motivation and engagement. Using a quantitative research design, data were collected via pre- and post-tests and a structured satisfaction questionnaire following a 4-week intervention program. A total of 35 students participated in the study. Results revealed a significant improvement in students’ speaking performance, with notable gains in fluency and vocabulary usage. The post-test scores (17.11) were considerably higher than the pre-test result (14.74), suggesting the positive impact of the intervention. Furthermore, students reported a moderate satisfaction level with the AI-enhanced CLT model, particularly appreciating the immediate feedback and engaging communicative tasks. They also indicated increased confidence and reduced anxiety when speaking English. These findings highlight the potential of combining AI with communicative pedagogy to foster oral language development and learner motivation in primary education contexts. The study provided practical insights for English language teachers and educators and encouraged the integration of technology-enhanced methodologies into English classrooms.

The Factors and Strategies for Enhancing the Informationization Leadership of Administrators in Private Art Universities in Hebei Province People’s Republic of China Under the Digital Era

Tue, 31 Mar 2026 04:04:09 +0000

This study examined the factors and strategies for enhancing the informationization leadership of administrators in private art universities in Hebei Province, People’s Republic of China, under the digital era. The objectives were: (1) to identify and develop factors and indicators of informationization leadership, (2) to validate the structural relationship model of informationization leadership using empirical data, and (3) to formulate strategies for its enhancement. The research was conducted in three phases. In Phase 1, factors of administrators’ informationization leadership were explored through literature analysis and a focus group discussion with five experts from Dalian Neusoft University of Information, resulting in the verification of the factors. Phase 2 validated the structural relationship model using empirical data from 340 respondents, selected through stratified random sampling. Data were collected via questionnaires with a reliability coefficient of 0.941 and analyzed using confirmatory factor analysis (CFA). In Phase 3, strategies were developed based on the model’s analytical results, with input from nine stakeholders from Hebei Academy of Fine Arts and Hebei Institute of Communications through semi-structured interviews. The strategies were evaluated by nine experts in terms of accuracy, propriety, feasibility, and utility. The findings revealed that: (1) informationization leadership of administrators comprised four factors and 17 indicators—Informationization Vision Cultivation, Informationization Professional Practice, Informationization Systemic Improvement, and Digital Citizenship Demonstration; (2) the structural relationship model showed a good fit with empirical data (Chi-square = 59.72, df = 79, p = 0.95, RMSEA = 0.00); and (3) 18 enhancement strategies were developed, all rated at a high level of accuracy, propriety, feasibility, and utility.

Advancing Digital Literacy for Agricultural Entrepreneurship: Curriculum Development and Evaluation Among Broiler Contract Farmers in Thailand

Tue, 06 Jan 2026 03:29:49 +0000

This study aimed to design and evaluate a digital literacy training curriculum to strengthen entrepreneurial characteristics among broiler farmers operating under contract farming systems in Thailand. A mixed-methods research design was applied in three phases: needs assessment, curriculum development, and curriculum implementation and evaluation. The study population comprised 254 contract broiler farms in Prachinburi Province, with 155 farmers selected through stratified random sampling. Data collection employed questionnaires, interviews, focus group discussions, and pre- and post-training assessments. The needs assessment revealed that farmers’ digital literacy was at a moderate level, with relatively stronger competencies in understanding and access compared to creation and use. Entrepreneurial characteristics such as self-awareness, creativity, and risk acceptance were found to be high, yet persistent barriers limited digital adoption, including high investment costs, limited infrastructure, and generational differences in technology use. These findings informed the design of a three-module training curriculum focused on digital applications for farm management, creativity and entrepreneurial decision-making, and risk management with technology. Expert evaluation confirmed the curriculum’s high appropriateness and applicability. Pilot implementation with 36 farmers demonstrated significant improvement in digital literacy knowledge and entrepreneurial competencies, particularly in self-awareness, creativity, and risk acceptance. Participants also reported highly positive attitudes toward technology and expressed strong satisfaction with the curriculum’s practicality, contextual relevance, and applicability to farm risk management. Overall, the study demonstrates that integrating digital literacy into agricultural training can effectively enhance entrepreneurial capacity in contract farming systems. The curriculum offers a replicable model for policymakers, extension services, and agribusiness stakeholders seeking to promote sustainable agricultural entrepreneurship in developing economies.

From Needs to Impact: Designing and Testing a Short-Format Curriculum for Sustainable Competitiveness in Thai F&B SMEs

Tue, 06 Jan 2026 03:32:18 +0000

This mixed-methods research and development (R&D) study designs and evaluates a short-format curriculum to strengthen sustainable competitiveness in Thailand’s food and beverage (F&B) SMEs. Phase 1 diagnosed capability gaps via a survey of 400 owners/managers and 20 key-informant interviews, identifying five priority domains: market adaptation, digital/technology application, product/process innovation, financial management, and sustainability aligned with circular/BCG principles. Phase 2 translated these needs into an eight-hour online curriculum integrating digital marketing, financial discipline, and sustainability-oriented innovation; six experts reviewed the program, confirming strong content validity and delivery feasibility. Phase 3 implemented a single-group pretest–posttest evaluation with 35 SMEs. Knowledge scores improved significantly (t = 6.86, p < .001), yielding a large within-participant effect (dz ≈ 1.16). Self-reported skills rose consistently across domains (posttraining means = 3.80–4.13 on 5-point scales), and participant satisfaction was high (4.6–4.8). The study contributes a needs-to-impact pathway that (1) operationalizes RBV/dynamic-capabilities logic into concrete managerial routines and (2) integrates sustainability with digital and financial practices in a time-efficient format. Findings suggest that targeted, practice-oriented, short-format training can deliver substantial learning gains and actionable skills for SMEs in an emerging-economy context, informing program design and policy scaling.

Artificial Intelligence and the Application of Prompt Engineering in Developing Digital Age Learning Assessment Tools

Tue, 13 Jan 2026 03:05:35 +0000

This academic article aims to present the essential components of prompt engineering artistry for enabling artificial intelligence to create online learning assessment and evaluation tools that respond to the needs of digital-age learners. These tools operate consistently across all locations and timeframes, providing immediate results and feedback that foster sustainable development while ensuring comprehensive, equitable, and quality education for all learners through authentic assessment practices. The development of learner assessment tools through prompt engineering for AI implementation can be executed by instructors who establish assessment objectives, beginning with five systematic phases: First, learner analysis focuses on foundational knowledge of subject content, behavioral practices, learner characteristics, and appropriate assessment timeframes. Second, the selection of appropriate assessment tool categories. Third, prompt design involves selecting prompt engineering components and validating prompt quality to ensure alignment with learning objectives, accuracy, clarity, and appropriateness for target populations. Fourth, the selection of AI platforms for creating learning assessment tools using predetermined prompt commands. Fifth, program testing and validation to verify accuracy and appropriateness, with prompt engineering refinement and regeneration when errors are identified. Consequently, the application of AI prompt engineering artistry for creating digital-age learning assessment tools holds significant importance in driving and supporting instructional management, enabling learners to develop themselves effectively and efficiently. This approach promotes continuous learner potential fulfillment, leading to sustainable learning outcomes while facilitating educators’ ability to provide personalized, immediate feedback that enhances the overall educational experience. The systematic integration of prompt engineering with artificial intelligence represents a transformative approach to educational assessment, offering scalable solutions that maintain pedagogical rigor while addressing the diverse needs of contemporary learners in digitally mediated learning environments.

Strategies for Developing the Competency of Creative Media Instructors at Universities in Hubei Province in Digital Transformation Era

Tue, 13 Jan 2026 03:20:54 +0000

This study focused on creative media instructors at universities in Hubei Province in digital transformation era. The goals of this research were 1) to investigate and identify the factors for developing the competency, 2) to validate the structural relationship model for developing the competency with empirical data, and 3) to develop the strategies for developing the competency. The study employed both qualitative and quantitative methodologies, and the research was divided into three phases. The first phase was to investigate and develop the factors for developing the competency through a comprehensive review of literature and previous studies. Their validity and appropriateness were examined by expert evaluations conducted through a semi-structured interview with 10 experts from three best-practice universities. The data obtained from the interviews were analyzed using the content analysis method. The second phase was to validate the structural relationship model for developing the competency with empirical data. The samples consisted of 383 instructors, selected through stratified random sampling. The data were collected through questionnaires, with a reliability level of 0.986. Confirmatory factor analysis (CFA) was conducted to analyze the data. The third phase was to develop the strategies for developing the competency. The target group was 15 stakeholders, selected through purposive sampling from universities located in Hubei Province. The research instrument was a semi-structured interview. The data were analyzed using the content analysis method. The evaluation of strategies was conducted to assess their accuracy, propriety, feasibility, and utility by 10 experts. The results were as follows:1) The competency consisted of 5 factors and 19 indicators. These factors included teaching ability, scientific research capacity, technology application ability, administrative capacity, and ability to build relationships. 2) The model was validated using a structural relationship model, demonstrating significant impacts across 19 observable variables. The model showed strong validity with fit indices (Chi-Square = 138.04, df = 124, P-value = 0.18351, RMSEA = 0.017). 3) The strategies for developing the competency of creative media instructors comprise five primary strategies and 19 secondary strategies. The evaluation results indicated that all strategies were deemed highly appropriate across all aspects.

Good Governance Management for High-Performance Organization of The Faculty of Medicine Siriraj Hospital, Mahidol University

Tue, 13 Jan 2026 03:10:27 +0000

The purpose of this research is clearly defined: to study (1) the components of ethical governance in the organizational management of the Faculty of Medicine Siriraj Hospital, Mahidol University; (2) the components of an excellent organization within the Faculty of Medicine Siriraj Hospital; and (3) the fundamental principles of ethical governance that impact the excellence of the Faculty of Medicine Siriraj Hospital, Mahidol University. The researchers utilized a quantitative research tool, specifically a questionnaire, with a sample group of 400 administrators and staff members from the Faculty of Medicine Siriraj Hospital, Mahidol University. Convenience sampling was employed for sample selection. Data analysis in this research focused on percentages, means, and standard deviations, in addition to using confirmatory factor analysis and structural equation modeling. The research findings indicate the following: 1) Ethical Governance Components: The components of ethical governance in the organizational management of the Faculty of Medicine Siriraj Hospital, Mahidol University, consist of five factors, ranked in order of importance: legal ethics (primary factor), responsibility burden (second factor), transparency (third factor), participation (fourth factor), and responsiveness (fifth factor). 2) Excellent Organization Components: The components of an excellent organization within the Faculty of Medicine Siriraj Hospital, Mahidol University, consist of seven factors, ranked in order of importance: performance measurement, sustainable success orientation, emphasis on organizational leadership, emphasis on strategies, focus on service recipients and stakeholders, human resource management, and access and utilization of information. 3) Ethical Governance Principles and Excellence: The fundamental principles of ethical governance in management encompass legal ethics, responsibility burden, participation, transparency, and responsiveness. These principles align with the commonly accepted tenets of deontological ethics, which emphasizes that morally correct actions are those performed according to rules and duties (duty for duty’s sake). This involves performing duties without hidden agendas or pursuing concealed benefits, ultimately contributing to the excellence of the Faculty of Medicine Siriraj Hospital, Mahidol University as an organization.

The Development of a Singing Manual Based on the Concept of Bel Canto and Chinese Vocal Music Theory

Tue, 13 Jan 2026 03:13:25 +0000

This study aimed to examine the conceptual foundations of Bel Canto and Chinese vocal music, to develop a singing manual based on the theoretical frameworks of Bel Canto and Chinese vocal music, and to evaluate the singing manual using the theoretical principles of Bel Canto and Chinese vocal music. Using qualitative research methods, the study involved eighteen participants, including vocal professors, professional singers, and vocal students from institutions such as Xinghai Conservatory of Music, Sichuan Conservatory of Music, and national performance troupes. Data was collected through structured questionnaires, in-depth interviews, classroom observations, performance recordings, and a self-reflective essay, then analyzed using content analysis and thematic coding. The findings revealed that Bel Canto emphasizes breath control, vocal balance, and tonal beauty, while Chinese vocal music highlights emotional expressiveness, clear diction, and regional vocal color. Although both styles share core techniques such as breath support, vocal resonance, and articulation, they differ in stylistic expression, cultural context, and tonal aesthetics. A comprehensive singing manual was developed by integrating theoretical and technical elements from both vocal traditions, presenting structured content on posture, breathing, vocal production, resonance, articulation, repertoire selection, performance strategies, and vocal health. Expert evaluations confirmed that the manual effectively bridges the two traditions, demonstrating academic rigor, instructional clarity, and adaptability to varying skill levels. Suggestions for improvement included the addition of visual aids and expansion of repertoire examples.

Priority Needs for Competence in Project-Based Learning Management of Science Teachers in Primary Schools Under The Office of the Basic Education Commission

Tue, 13 Jan 2026 03:15:48 +0000

This study aimed to: (1) examine the components and indicators of competence in project-based learning (PBL) management among science teachers; (2) investigate the current and desired states of such competence, as well as the priority needs; and (3) propose guidelines for developing competence in PBL management. The research was conducted in three phases: (1) synthesis of components and indicators, (2) survey of the current and desired states with an analysis of priority needs, and (3) formulation of development guidelines. The sample comprised 370 school administrators and science teachers, selected through multistage sampling. The research instrument was a questionnaire, and data were analyzed using percentage, mean, standard deviation, and priority needs index (PNI_modified).

The findings revealed that: (1) competence in PBL management comprised four components and fifteen indicators—curriculum development (3 indicators), learning design (4 indicators), PBL implementation (4 indicators), and learning assessment and evaluation (4 indicators). Overall appropriateness was rated at the highest level. (2) The overall current state was at a moderate level, whereas the desired state was high, with the greatest priority need identified in PBL implementation. (3) The proposed development guidelines emphasized systematic curriculum development, step-by-step learning design, shifting the teacher’s role to that of a facilitator, and assessments focusing on both knowledge and skills development.

An Exploratory Study of Factors Affecting Social Adjustment Behaviors Among Upper Secondary Students in Sarasas affiliated Schools

Tue, 13 Jan 2026 03:18:02 +0000

The purposes of this study were: (1) to examine the variables influencing social adjustment behaviors of upper secondary school students in Sarasas-affiliated schools, and (2) to investigate the components that affect the social adjustment behaviors of these students. The sample consisted of 431 upper secondary school students from Sarasas schools in Administrative Region 5, selected through cluster random sampling. The research instrument was a Social Adjustment Behavior Questionnaire for Upper Secondary Students, with an index of item–objective congruence (IOC) ranging from 0.80 to 1.00, item discrimination ranging from 0.20 to 0.63, and overall reliability of 0.95. Data were analyzed using exploratory factor analysis (EFA), and components were extracted through Varimax rotation. The results revealed that: A total of 67 variables influenced students’ social adjustment behaviors, with mean scores ranging from 2.93 to 4.48 and standard deviations ranging from 0.76 to 1.07 and Exploratory factor analysis identified six components with eigenvalues greater than 1, accounting for 51.83% of the total variance. These included: (1) peer relationships, (2) student discipline, (3) school environment, (4) family relationships, (5) teacher consultation and support, and (6) leisure time use.

The Development of The Folk Song “Mo Li Hua” Singing Teaching Manual

Tue, 13 Jan 2026 03:23:52 +0000

This study develops and tests a Mo Li Hua Singing Teaching Manual designed to translate Chinese national vocal aesthetics into structured and teachable pedagogy. The manual integrates diction strategies, resonance techniques, and Shen-Yun-based exercises into step-by-step instruction. Eight undergraduate students from the Vocal Music Department at Xi’an Conservatory of Music used the manual over a 16-week semester, and their feedback was collected through questionnaires. Five expert educators also evaluated the manual. The findings indicate that the manual improved diction clarity, stylistic authenticity, and learner confidence, and was endorsed by experts for classroom usability. Students reported measurable gains in resonance control and clearer understanding of Shen-Yun, while experts highlighted the manual’s contribution to standardizing teaching practices. Rather than treating Mo Li Hua solely as a cultural emblem, this research demonstrates its practical value as a pedagogical resource that bridges folk and bel canto techniques. The manual thus provides a replicable model for strengthening national vocal pedagogy and supporting curriculum development in Chinese higher music education, with potential relevance for broader applications in music teaching and learning.

Enhancing Reading Comprehension and Writing Communication Skills Through Phenomenon-Based Learning Integrated with the 5W1H Approach for Grade 5 Students

Tue, 13 Jan 2026 03:25:34 +0000

This study aimed (a) to examine the effectiveness of a learning management plan using Phenomenon-Based Learning integrated with the 5W1H technique for Grade 5 students based on the 80/80 efficiency criterion, (b) to compare students’ reading comprehension performance against the 75% proficiency benchmark, and (c) to compare students’ writing communication performance against the same benchmark. The participants were 16 Grade 5 students from Ban Thanong Chai School in Surin Province, Thailand, during the second semester of the 2024 academic year. The research instruments included six lesson plans, a reading comprehension test, and a writing communication test, all validated by experts for content validity and reliability. The data were analyzed using mean, percentage, and standard deviation for lesson plan efficiency, and the Wilcoxon Signed Rank Test was employed for non-parametric comparisons of students’ performance against the set criteria. The results revealed that the learning management plan achieved an efficiency score of 86.08/86.67, exceeding the 80/80 standard. Furthermore, students’ posttest scores in both reading comprehension and writing communication were significantly higher than the 75% proficiency benchmark (p < .05).

Digital-Museum-Supported Intangible Cultural Heritage Education: Innovation Pathways and Learning Outcomes From the Xiping Leizu Case

Tue, 13 Jan 2026 03:27:17 +0000

This study evaluates a pedagogically orchestrated model of digital-museum–supported intangible cultural heritage (ICH) education using the Xiping Leizu Digital Museum. A design-based, mixed-methods design across two 3–5-week cycles combined curriculum co-design with teachers and bearers; measures included pre/post tests, rubric-scored artifacts, platform analytics (time-on-artifact, path diversity, revisit ratio, collaboration events), surveys, observations, and interviews. Results show significant gains in cultural knowledge, authentic task performance, and cultural identity/inheritance willingness, strongest when VR/AR immersion was paired with community-linkage tasks and scaffolded critique. Analytics linked greater time-on-artifact and path diversity to larger gains; completing full ritual sequences predicted richer identity statements. Three innovation pathways emerged—narrative-guided inquiry, community linkage, and scaffolded interpretation/reflection. A dual-axis framework—social-memory stabilization (provenance cues) plus constructivist activation (age-segmented, AIGC-supported scaffolds)—explains effects. Implications include unit-level integration, practice-centered teacher development, visible provenance/AIGC governance, and age-sensitive resources.

A Program to Enhancing Transformational Leadership of School Principals in GuangXi

Sat, 24 Jan 2026 07:48:34 +0000

The objectives of this research were to: 1) investigation current situations, desirable situations of transformational leadership of primary school principals in Guangxi, 2) develop program to enhancing transformational leadership of primary school principals in Guangxi. Research was conducted in 3 phases according to research objectives. Phase 1 investigation current situations, desirable situations and need assessment of transformational leadership. A sample size was 370 by Krejcie & Morgan and sample random sampling consist of 206 school principals and 164 teachers. Phase 2 developed a program of transformational leadership. The Program was validated and confirmed by 5 experts. The research instruments used in this study included questionnaires and interviews. The statistics used for data analysis were percentage, mean, standard deviation, PNI_modified, and content analysis.

The research found that: 1) the components of transformational leadership of primary school principals comprised 4 components: Idealized Influence, Inspiration Motivational, Intellectual Stimulation, and Individualized Consideration. The expert’s evaluation of the components was at the most appropriate very high level. 2) The existing situation in all and each individual components were at a high level. The desirable situation in all and each individual components was at a high level. And the need assessment ranked the qualities from highest to lowest as follow: Individualized Consideration, Idealized Influence, Inspiration Motivational and Intellectual Stimulation. 3) A program to enhance transformational leadership of primary school principals in GuangXi consisted of : Rationale, Objectives, Content , Development method, and Program evaluation. The principal of transformational leadership development is 70:20:10.

Saudi First-Year Students’ Beliefs About Online Learning

Sat, 24 Jan 2026 07:50:34 +0000

The rapid integration of digital platforms has transformed English as a Foreign Language (EFL) instruction in Saudi higher education under Vision 2030. This study examines Saudi first-year students’ beliefs about online EFL learning as facilitated via Blackboard and the Cambridge Learning Management System, two widely used educational technology platforms, using a sequential explanatory mixed-methods design. Survey data from 201 first-year students were analyzed across six constructs: transition and ease of use, engagement and interaction, self-regulation and time management, technology readiness, perceived usefulness and satisfaction, and online exams and assessment. Follow-up interviews provided qualitative insights to contextualize these findings. The results revealed a clear hierarchy: students rated online exams and assessment and perceived usefulness and satisfaction most positively; transition and ease of use and self-regulation and time management fell in the middle range; and engagement and interaction together with technology readiness ranked lowest. Participants valued the convenience and autonomy of online learning but expressed concerns about the fairness of assessments, limited pedagogical interaction, and infrastructural instability. This tension between valuing autonomy and questioning fairness illustrates both the transformative potential and structural fragility of online learning in Saudi higher education. The findings highlight the need for transparent assessment practices, interactive pedagogy, and reliable technological support to improve satisfaction and learning outcomes. This study contributes to Vision 2030 reforms by emphasizing that sustainable digital transformation requires alignment between human-centered design and technological capacity.

Integrating Regional Cultural Identity into Design Education: A Case Study of the Exterior Design of the Sichuan and Chongqing Subways

Sat, 24 Jan 2026 07:52:29 +0000

This study explores the integration of regional cultural identity into design education through a case study of the Chengdu Line 5 subway in the Sichuan-Chongqing region of China. Grounded in Stuart Hall’s theory of cultural identity and using a multi-layered cultural framework—comprising material, social, and spiritual culture—the research identifies and classifies key cultural elements including modeling, color, and connotation factors. The Analytic Hierarchy Process (AHP) was employed to optimize and evaluate these factors, drawing from 329 valid questionnaires and expert interviews. The results demonstrate that the selected cultural elements effectively reflect local identity and are widely recognized by the public, confirming the practical applicability of the proposed cultural design model. The study also provides a methodological pathway for embedding cultural reasoning and symbolic literacy into design pedagogy. It concludes that design education must move beyond technical training to embrace interdisciplinary methods and cultural sustainability, thereby fostering innovation and regional pride in industrial design practices.

Program to Enhance Teachers’ Learning Management to Develop Critical Thinking Skills of Students in the Demonstration School under Rajabhat University

Sat, 24 Jan 2026 07:55:02 +0000

This research aimed to examine the components and indicators of teachers’ instructional management for developing students’ critical thinking skills in demonstration schools under Rajabhat University and to investigate the current conditions, desired conditions, and priority needs of teachers’ instructional management for developing students’ critical thinking skills in these schools. The study was conducted in two phases: the first phase synthesized the components and indicators, while the second phase surveyed the current and desired conditions and analyzed the priority needs. The population comprised 1,280 school administrators and teachers responsible for instructional management across eight learning areas, and the sample consisted of 296 school administrators and teachers, determined using Krejcie and Morgan’s sample size formula. The research instruments included an evaluation form for the appropriateness of the components and indicators, along with a questionnaire on the current and desired conditions, and the data were analyzed using mean, standard deviation, and priority needs analysis. The results revealed that teachers’ instructional management for developing students’ critical thinking skills in demonstration schools under Rajabhat University consisted of four components and seventeen indicators: (1) Learners Analysis (3 indicators), (2) Defining Learning Objectives and Content (5 indicators), (3) Active Learning (5 indicators), and (4) Measurement and Evaluation (4 indicators). Furthermore, the current condition was found to be at a moderate level overall, while the desired condition was at a high level, with Learners Analysis identified as the most essential priority need.

Components and Indicators of Active Learning Management Performance for Teachers in Educational Opportunity Expansion Schools under the Office of the Basic Education Commission

Mon, 26 Jan 2026 09:08:35 +0000

This research aimed 1) to study the components and indicators for enhancing active learning management performance of teachers in educational opportunity expansion schools, and 2) to examine the congruence of the model of components and indicators for enhancing active learning management performance of teachers in educational opportunity expansion schools. The sample consisted of 440 academic heads of educational opportunity expansion schools under the Office of the Basic Education Commission in the Northeastern region. The researchers determined the sample size based on a 20:1 ratio of the number of parameters and employed a multi-stage random sampling technique. The research instrument was a questionnaire designed to develop the components and indicators for enhancing active learning management performance of teachers in educational opportunity expansion schools. It had an Index of Item-Objective Congruence (IOC) between 0.80–1.00, discriminant power using Pearson Product Moment Correlation between 0.549–0.896, and a Cronbach’s alpha coefficient (α) for the entire questionnaire of 0.992. The data were analyzed using Confirmatory Factor Analysis (CFA).

The research findings revealed that: 1. The development of components and indicators for enhancing active learning management performance of teachers in educational opportunity expansion schools, based on a synthesis of relevant documents and research, comprised 4 components: 1) Activity Design and Learning Plan Development, 2) Instructional Management, 3) Measurement and Evaluation, and 4) Media and Instructional Media Development, with a total of 22 indicators. 2. The examination of the congruence of the model of components and indicators for enhancing active learning management performance of teachers in educational opportunity expansion schools with empirical data found that the chi-square (χ²)was 190.857, degrees of freedom (df) were 163, Chi-square correlation coefficient (χ²/df) ratio was 1.1709, p-value was 0.066, TLI was 0.991, CFI was 0.994, SRMR was 0.041, and RMSEA was 0.020. This indicates that the instrument can be used for evaluation.

Development of Program Management Model on Landscape Design under Digital Technologies at Universities in Hubei, China

Fri, 13 Feb 2026 05:21:02 +0000

This study aimed to investigate the current situation and expectations of landscape design students, teachers and administrators regarding training programs under digital technologies at universities in Hubei, China, to develop a program management model, and to evaluate its effectiveness. A total of 376 landscape design students and 158 teachers and administrators participated. Data were collected through quantitative surveys and qualitative interviews, and analyzed using percentage calculations, means, standard deviations, the Modified Priority Needs Index (PNI Modified), and Confirmatory Factor Analysis (CFA) via AMOS to identify significant variables. The findings revealed three key outcomes: 1) A significant gap exists in the integration of digital technology and program management skills among landscape design students; 2) Thirteen program management factors—Organizational Strategy, Team Building, Technological Skills, Communication, Learning Outcomes, Software Applications, Online Learning resources, Collaboration, Assessment and Feedbacks, Aesthetics, Function of Landscape Design, Ecosystem, and Culture—significantly influence students’ learning experiences in landscape design; and 3) Implementing a program management model that integrates digital technologies significantly enhances students’ digital skills, thereby improving their professional competencies and employability. This research addresses the critical gap in digital operational skills within landscape design education and offers practical insights for enhancing program management education in the field.

The Development of Competency Enhancement Program for Childcare Teachers of Local Administrative Organizations in the Northeastern Region of Thailand

Fri, 13 Feb 2026 05:22:53 +0000

This research aimed to develop a competency enhancement program for childcare teachers under local administrative organizations in Northeastern Thailand. The study employed a research and development methodology and was conducted in four phases. The statistics for data analysis included percentage, mean, standard deviation, and the modified Priority Needs Index (PNI_modified). Phase 1 identified six core competency components and 23 indicators through expert validation. Phase 2 assessed the current and desirable competency levels as well as priority needs, using a survey of 734 participants. The results indicated that five components were rated at a high level, with one at a moderate level, while all the components were rated at the highest level in the desirable state. The most urgent need was in the area of educational collaboration and partnerships. In Phase 3, a program was developed, comprising six modules: 1) learning management, 2) classroom management, 3) appropriate measurement and evaluation, 4) media, innovation, and information technology, 5) educational collaboration and partnership network, and 6) personal and professional development. The experts confirmed the program’s relevance, feasibility, and utility. Phase 4 evaluated the program’s implementation through workshops, field trips, and on-the-job training involving 10 volunteer teachers. The findings showed that the program effectively enhanced competencies, especially in educational collaboration and partnership networks. The participants expressed the highest satisfaction with the program’s usability and content. Furthermore, reflective feedback from center administrators confirmed the improvement across learning, behavior, outcomes, and reactions. Overall, the program was found to be a practical and effective tool for enhancing childcare teacher competencies and can serve as a model for early childhood education personnel development within local administration contexts.

Digital Media Management for Early Childhood in the Central Northeastern Region, Thailand

Fri, 13 Feb 2026 05:26:19 +0000

The purpose of the study was to examine the current and expected conditions, analyze the needs, and propose development guidelines for digital media management in early childhood education within the central northeastern region of Thailand. The study was designed as a quantitative survey research complemented by qualitative input. The participants were 194 teachers (97 early childhood teachers and 97 information technology teachers) selected through purposive sampling from 97 private schools across three provinces—Kalasin, Maha Sarakham, and Roi Et—with one early childhood and one IT teacher representing each school. The early childhood stage in this study refers to the formal preschool level for children aged 3–6 years, in accordance with Thailand’s Basic Education Core Curriculum (2017). The instruments were validated questionnaires with a five-point Likert scale and open-ended items to gather additional suggestions. Descriptive statistics—including mean, standard deviation, and percentage—and the Modified Priority Needs Index (PNI Modified) were employed for data analysis. The results show that the current condition of digital media management in the region’s early childhood education institutions was at a high level, while the expected condition was at the highest level, indicating a clear developmental gap. The highest needs were identified in effective management of digital media use and personnel management, emphasizing the necessity for clear screen-time policies, continuous digital literacy training, and school-level management frameworks. The study contributes empirical evidence supporting the development of comprehensive, school-based digital media management systems that ensure safe, equitable, and pedagogically meaningful technology use in early childhood education.

The Role of 4C Skills in Enhancing the Professional Competence of English Language Teachers in Uzbekistan

Wed, 11 Mar 2026 01:42:42 +0000

This theoretical study examines the role of 4C skills—communication, collaboration, critical thinking, and creativity—in enhancing the professional competence of English language teachers. Drawing on internationally recognized educational frameworks and relevant scholarly literature, the paper explores how these competencies contribute to contemporary understandings of teacher professionalism in the context of 21st-century education. Using a conceptual and literature-based approach, the study analyzes the pedagogical significance of each component of the 4C framework and discusses the opportunities and challenges associated with their integration into teacher education and professional development, with particular reference to Uzbekistan’s ongoing educational reforms. The findings highlight the need for systematic alignment between policy initiatives, teacher training practices, and competency-based professional development. The study offers theoretical insights and practical recommendations for curriculum developers, teacher educators, and policymakers, while also establishing a conceptual foundation for future empirical research on the implementation of 4C-oriented approaches in English language teacher education.

Development and Empirical Study of a Traditional Costume History Training Program Based on the PIE Management Model and Experiential Learning

Tue, 19 May 2026 06:13:01 +0000

Traditional costume history education in China faces challenges in integrating theoretical knowledge with practical application, particularly in regions like Hubei where cultural heritage is rich but educational infrastructure remains underdeveloped.This study aimed to (1) develop a training program for traditional costume history education based on the PIE (Planning-Implementation-Evaluation) management model, (2) assess student needs for such a program, and (3) evaluate the model’s effectiveness in enhancing educational outcomes. A multi-stage mixed-methods design was employed, involving 11 teachers, 3 administrators, and 84 students from Hubei Engineering University. Expert validation was conducted by five specialists in education and traditional costume history. Data were collected using conceptual framework evaluation forms, current vs. desirable state questionnaires, and model evaluation forms. All instruments demonstrated high content validity (IOC > 0.80). Priority Need Index (PNI) analysis identified key gaps, with infrastructure support showing the largest disparity (PNI = 0.57). The PIE-based model received strong expert validation, with most components achieving perfect IOC scores (1.0). Stakeholder analysis highlighted traditional craftsmanship, cultural understanding, and customer communication as core competencies. The final integrated model effectively bridged theory and practice through structured planning, implementation, and evaluation phases. The PIE management model, when integrated with experiential learning theory, offers a robust framework for enhancing student engagement and skill development in traditional costume history education. These findings contribute to both theoretical understanding and practical curriculum design in heritage-focused education programs.

The Impact of Perceived Teacher Leadership on Academic Life Areas Among College Students in Guandong Province

Tue, 19 May 2026 06:14:59 +0000

This study is grounded in group socialization theory and investigates the impact of college students’ perceived teacher leadership on various dimensions of academic life, with a particular focus on the mediating role of self-esteem. To explore this relationship, a mediation model is proposed, positioning self-esteem as the intervening variable. The research targets undergraduate students from six universities in Guangdong, China, utilizing a questionnaire-based survey and employing convenience sampling for preliminary data collection. A total of 569 valid responses were obtained. The findings reveal that perceived teacher leadership exerts a significant positive influence on students’ academic life, and also positively affects their self-esteem. In addition, self-esteem is shown to significantly enhance academic life outcomes. Moreover, the results confirm that self-esteem mediates the relationship between perceived teacher leadership and academic life among college students in Guangdong, China.

Reviewer Acknowledgements for Journal of Education and Learning, Vol. 15, No. 3

Sat, 30 May 2026 04:37:32 +0000

Reviewer Acknowledgements for Journal of Education and Learning, Vol. 15, No. 3, 2026