Higher Education Studies, Issue: Vol.16, No.2

Scenarios for Educational Administration to Reduce Inequality in Primary Schools in Special Areas of the Southern Border Provinces under the Office of the Basic Education Commission in the Next Decade (2025 - 2035)

Mon, 02 Mar 2026 03:55:21 +0000

This research is a futures study aiming to investigate and create management scenarios for reducing educational inequality in primary schools in special areas of the southern border provinces under the Office of the Basic Education Commission in the next decade (2025-2035). It is an ethnographic futures research using the Ethnographic Delphi Futures Research (EDFR) method. The study examined the opinions of 22 experts selected through purposive sampling. The informants included senior administrators, educational administrators, and educational academics. The research instruments were interviews and questionnaires. Data analysis involved calculating the median, mode, and interquartile range. The results with high consensus were then used to analyze the relationships between factors using cross-impact analysis to construct future scenarios.

The research found that the future vision for managing educational inequality in primary schools in special areas of the southern border provinces in the next decade consists of 7 aspects as follows: (1) policy and management, (2) curriculum and learning processes, (3) teachers and educational personnel, (4) community cooperation and networks, (5) educational opportunities and equity, (6) technology and innovation, and (7) potential impacts. Important factors include area-specific policies, teacher and administrator competencies, technology use, and community participation. The cross-analysis of impacts to create scenarios from the most desirable scenario to the least desirable scenario resulted in 4 scenarios: Scenario 1 “Light of Equality”: sustainable multicultural education; Scenario 2 “Digital Leap Forward”: smart technology for equal opportunities; Scenario 3 “Hope on a Limited Path”: equity still awaiting fulfillment; and Scenario 4 “Shadow of Inequality”: crisis of faith and educational decline. These scenarios serve as both a compass and a policy warning system for reducing educational inequality in primary schools in special areas of the southern border provinces. Affiliated with the Office of the Basic Education Commission in the next decade.

Development of Local Curriculum for Healthy Food Recipes from Elderly Wisdom in Hang Chat District, Lampang Province Northern of Thailand

Mon, 02 Mar 2026 14:31:53 +0000

The purpose of this research is to develop a healthy recipe curriculum based on the wisdom of the elderly in Hang Chat District, Lampang Province. The method used is participatory action research, starting with identifying food identities from the wisdom of 30 local scholars selected purposively. This information was then used to create a local curriculum and a manual for basic education. The quality of the curriculum was then assessed by 5 experts, purposively selected based on their expertise in curriculum, measurement and evaluation, and local food. The curriculum was then piloted and its effectiveness studied at one school, with volunteers participating. Data was collected using in-depth interviews, questionnaires, group meeting records, and tests. Data analysis was performed using descriptive statistics, E1/E2, E.I., Nonparametric Wilcoxon Signed-Rank Test and content analysis. The results showed that there was a total of 80 healthy food identities based on wisdom. The curriculum received a quality assessment score from experts ranging from 0.67 to 1.00. The pilot study found that the curriculum had an E1/E2 value of 84.50/89.50 and E.I.=0.77 Post-test scores were significantly higher than pre-test scores at a statistical level of .001 (Z = -3.18, p < .001), and overall satisfaction assessment results were at a high level.

High Acceptance, Low Adoption? Professional Identity, Accountability, and the Boundaries of Digital Adoption in Internal Auditing

Wed, 04 Mar 2026 09:13:33 +0000

This study investigates the persistent gap between technology acceptance and actual technology adoption among internal auditors in Thai public universities. While digital technologies are widely promoted as essential to contemporary audit practice, favorable perceptions do not consistently translate into meaningful integration. Drawing on qualitative data from ten in-depth interviews, this study explores how auditors interpret and negotiate digital technology within high-accountability professional environments. The findings reveal that adoption is shaped not only by perceived usefulness but also by professional identity preservation, perceived redistribution of authority, accountability-driven anxiety, cognitive demands, and constrained self-efficacy. Digital tools are not encountered as neutral instruments; rather, they are evaluated in relation to professional legitimacy, risk exposure, and confidence under scrutiny. The study argues that prevailing technology acceptance models overemphasize cognitive determinants while underestimating identity-mediated and emotion-mediated mechanisms. By analytically distinguishing acceptance from adoption, this research advances a more critical and context-sensitive understanding of digital transformation in expert professions. Sustainable adoption requires not only technical readiness but alignment with professional identity, authority structures, and psychological safety.

Strategic Management Model for Internationalization of Specialized and Professional Higher Education Institutions

Fri, 06 Mar 2026 02:50:41 +0000

In a world of globalization and intensified competition in higher education, internationalization has become a significant policy and institutional strategy for advancing educational quality and enhancing global competitiveness. However, prior studies conducted in Thailand show that specialized and professional higher education institutions still face structural constraints, fragmented implementation, and a lack of systematic strategic management frameworks. Internationalization of such institutions continues not to align with their specific organizational missions and national policy contexts. This research aimed to develop a strategic management model for the internationalization of specialized and professional Higher Education Institutions in Thailand, drawing on theories of higher education internationalization and strategic management. A Research and Development approach to examine and analyze the components and indicators of internationalization in Higher Education Institutions (HEIs), and to develop and evaluate a strategic management model for the internationalization of specialized and professional Higher Education Institutions. A conceptual model comprising 5 components and 30 indicators of internationalization has emerged, with 4 steps and 4 strategic directions. A comparative analysis of highly internationalized and general institutions reveals 2 distinct patterns of policy implementation and institutional practice: proactive and defensive strategies that lead to differential impacts on educational quality and international competitiveness. This research contributes to comparative and international education discussions by demonstrating how national policy environments and institutional capabilities shape internationalization.

School Management Model in the Pracharath School Project in the Southern Border Provinces to Improve the Quality of Life of Students

Sat, 07 Mar 2026 03:39:40 +0000

This research aimed to study the current state of school administration in the Pracharath School Project in Southern Border Provinces. This aim was to develop a school administration model and improve the quality of life of students, and to evaluate the school administration model. The study was divided into three phases. Eight key informants were interviewed in-depth. Data was analyzed according to the objectives. The results revealed that: First, in the current state of school administration, most Pracharath school administrators in Southern Border Provinces employ participatory administration principles, which have received excellent cooperation from network agencies, including community participation and external agencies that have participated in school operations in various aspects. Secondly, the results of the development of the school administration model to improve the quality of life of students consisted of three key issues: (1) characteristics of school administrators, (2) administration techniques, and (3) quality of life of students. Thirdly, the evaluation of the administration model to improve the quality of life of students consisted of three key issues: (1) administration model and methods, (2) quality of life of students, and (3) expectations regarding skills or characteristics desired in students.

Developing a Data-Driven Tiered Instructional Model for Advanced Mathematics Learning in Engineering Education: A Case Study in a Chinese University

Mon, 09 Mar 2026 01:57:01 +0000

Despite widespread adoption of tiered instruction in engineering mathematics education, existing approaches lack a systematic integration of learning analytics and data-driven decision-making frameworks; instead, they rely on subjective teacher judgments and static ability groupings that fail to address the dynamic, multidimensional nature of student heterogeneity. This study developed and evaluated a comprehensive data-driven tiered instructional model specifically designed for advanced mathematics learning in engineering contexts. The intervention included four core components: (a) multidimensional diagnostic assessment capturing students' prior knowledge, mathematical thinking skills, and motivational profiles; (b) evidence-based stratification using priority needs index analysis and thematic coding of qualitative data; (c) adaptive three-tier instructional delivery (Basic, General, Development) with modular resources tailored to different proficiency levels; and (d) continuous progress monitoring with real-time instructional adjustments based on formative assessment data. A quasi-experimental study with first-year engineering students revealed significant benefits of the data-driven model. Students receiving tiered instruction substantially outperformed their conventionally taught peers on mathematics achievement (mean difference = 10.67 points, 95% CI [2.48, 18.85], p = 0.012, Cohen's d = 0.67), indicating a medium-to-large effect size. The model effectively reduces achievement gaps while promoting excellence. This study contributes a validated framework for implementing data-driven tiered instruction in undergraduate mathematics education, demonstrating that the systematic integration of these strategies can enhance learning outcomes across diverse student populations.

The Influence of Social Media Usage Frequency on the Intercultural Communicative Competence of Thai Undergraduate Chinese Majors

Mon, 09 Mar 2026 02:41:03 +0000

In the context of rapid digitalization, social media has become an important channel for Thai undergraduates to access diverse cultures and engage in intercultural communication. For students majoring in Chinese, social media not only provides opportunities for language input and cultural experience but may also influence the development of their intercultural communicative competence. This study targeted undergraduate students majoring in Chinese at a university in Thailand and collected data using a questionnaire survey, yielding 416 valid responses. Data was analyzed using SPSS. Through regression analysis, this study examined the predictive effect of social media use frequency on intercultural communicative competence. The findings reveal that the frequency of using social media has a significant positive impact on students' intercultural communication competence and can accurately predict their performance in cultural understanding, intercultural sensitivity, and communication strategies. From a digital learning perspective, this study reveals the relationship between social media use and intercultural communicative competence and provides empirical implications for Chinese language teaching and intercultural education in Thai universities.

The Scenario of General Private School Administration in the Three Southern Border Provinces for Survival in the Next Decade (2025-2034)

Wed, 11 Mar 2026 09:35:31 +0000

This research aims to: 1) examine the scenario of general private school administration in the three southern border provinces for survival in the next decade (2025-2034), and 2) study guidelines for putting this scenario of general private school administration in the three southern border provinces for survival in the next decade (2025-2034) into practice. The research was conducted in two phases. Phase 1 employed the Ethnographic Delphi Futures Research (EDFR) method over three rounds. The informants consisted of 17 individuals involved in the administration of general private schools. The research instruments used in this phase comprised three types: EDFR Round 1 utilized semi-structured interviews; EDFR Round 2 employed a questionnaire developed from the analysis of interview data obtained from the 17 experts; and EDFR Round 3 used a questionnaire based on the results of EDFR Round 2 to enable the experts to confirm their responses. The statistical methods used were the median, mode, and interquartile range.

The research results revealed that: The scenario of general private school administration in the three southern border provinces for survival in the next decade (2025-2034) revealed seven consensual and mutually consistent prospective dimensions, as follows: 1) the national policy and economic competitive context related to school administration; 2) school management and administration; 3) curriculum and the organization of learning activities of schools; 4) teachers and school personnel; 5) learning spaces and the school environment; 6) the use of innovation, media, and technology in schools; and 7) impacts on school administration.

Place-Based Education to Enhance Global Citizenship: A Needs Assessment

Thu, 26 Mar 2026 06:51:33 +0000

This study investigated the current conditions and priority needs for learning management based on Place-Based Education (PBE) to enhance global citizenship. The study employed a survey design and involved 150 general education instructors and 367 undergraduate students from three Rajabhat universities in the upper northeastern region of Thailand. The main instrument was a dual-response needs assessment questionnaire that asked respondents to rate both current and expected conditions. Quantitative data were analyzed using descriptive statistics and the Modified Priority Needs Index (PNI__modified). while open-ended responses were analyzed through content analysis. The findings revealed that: 1) the instructors rated the overall current state of learning management at a high level, but identified the most urgent development needs in the areas of media and learning resources, and measurement and evaluation, particularly regarding the limitations in integrating global content into local contexts; 2) the students exhibited the highest need in the cognitive domain, specifically the ability to connect local issues with global problems. Furthermore, qualitative data indicated that learners desire a learning management model emphasizing practical community engagement. These findings confirm the critical necessity of applying the PBE concept as a foundation for designing learning management that connects global and local contexts, thereby concretely enhancing learners' global citizenship competencies.

Navigating Teaching Complexities in Graduate Education: An Autoethnographic Perspective

Fri, 27 Mar 2026 05:44:39 +0000

This study aims to (1) explore the process of using autoethnographic reflection to identify teaching complexities in graduate education, (2) analyze the issues revealed through this reflective process, and (3) interpret the meanings and contexts of these challenges from the instructor’s perspective. Employing an autoethnographic methodology, data were collected from the researchers’s personal journals, memories, and relevant documents, and analyzed using thematic analysis. The findings indicate that autoethnographic reflection serves as a powerful tool for gaining an in-depth understanding of teaching complexities in graduate settings. Four major themes emerged: expectations and roles, relationships and power, learning approaches, and emotions and identity. These themes are interconnected with the instructor’s self-identity and the institutional cultural context. The reflective process not only revealed the multidimensional nature of teaching as an identity practice but also fostered self-awareness, emotional growth, and adaptive teaching capacity. The study highlights the value of autoethnographic reflection as both a research methodology and a professional development approach that promotes transformative learning, adaptability, and pedagogical resilience in the dynamic landscape of graduate education.

Effectiveness of a Constructivist Design Thinking Instructional Model on Undergraduate Students’ Creative Product Design Ability

Fri, 27 Mar 2026 05:52:09 +0000

Creativity is a central learning outcome in undergraduate product design education, yet empirically validated instructional models that support systematic creativity development in authentic classroom contexts remain limited. This study investigates the effectiveness of an instructional model integrating constructivist theory with a design thinking approach. The model was implemented over one academic semester with 24 third-year undergraduate product design students in China. Using a single-group repeated-measures design, students’ creativity product design ability was evaluated four times through Task 1, Task 2, Task 3, and a final post-test using a performance-based rubric that operationalized domain-specific creative competence across observable design abilities. Results from repeated-measures ANOVA indicated significant developmental gains over time (partial η² = 0.89), with mean scores increasing from 30.98 at the first formative assessment (Task1) to 49.63 at post-test. Improvements were observed across all assessed ability domains. Further mixed-design analyses revealed different developmental patterns across initial ability levels. Students with high baseline achievement consistently maintained stronger performance. Students at the middle level showed steeper improvement over time. Students at the low level demonstrated steady developmental progress. As a result, performance gaps were partially narrowed by the post-test. Student satisfaction data corroborated these outcomes, indicating strong engagement with authentic projects, iterative feedback, and collaborative learning activities. The findings suggest that integrating constructivist pedagogy with design thinking provides a viable pathway for cultivating creativity as a developmental, domain-specific competence in product design education. By embedding iterative design cycles and formative assessment into regular coursework, the proposed model offers a replicable framework for creativity-oriented curriculum design and contributes empirical evidence to theory-informed instructional innovation in higher education.

Factors Affecting Academic Achievement: Meta-Analytic Structural Equation Modeling

Sat, 28 Mar 2026 06:13:42 +0000

Academic achievement remains one of the most studied outcomes in educational research, yet the relative contributions of psychological, instructional, and environmental factors are rarely examined simultaneously within a unified empirical framework. This study synthesized findings from 53 peer-reviewed studies, drawn from an initial pool of 10,249 records, using Two-Stage Structural Equation Modeling (TSSEM) to examine how attitude toward learning, achievement motivation, prior knowledge, teaching quality, classroom climate, and self-concept jointly influence academic achievement. Publication bias was assessed via Egger's test (z = −1.674, p = .094), confirming an unbiased sample. Significant heterogeneity was detected across all variable pairs (I² ranging from 81.27% to 98.67%), necessitating a random-effects estimation approach. The pooled correlation matrix revealed that all 21 variable pairs were positively and significantly correlated at the .01 level, with prior knowledge demonstrating the strongest association with academic achievement (r = .573). The final structural model fit the data well (χ² = 0.062, df = 3, P-value = 0.996, CFI = 1.000, TLI = 1.000, GFI = 1.000, AGFI = 1.000, NFI = 1.000, IFI = 1.000, RMSEA = 0.000, SRMR = 0.000) and explained 38.5% of the variance in academic achievement. Prior knowledge emerged as the dominant direct predictor (β = .448), while achievement motivation exerted the largest total effect through both direct (β = .088) and indirect (β = .153) pathways. These findings carry substantial implications for curriculum design, instructional policy, and student support frameworks.

Development of the Educational Management Model to Enhance the Sustainable Employment Quality of Higher Vocational Students

Thu, 02 Apr 2026 01:38:55 +0000

This study aimed to achieve three interrelated objectives: a) To study the current and desired conditions of educational management for enhancing the sustainable employment quality of higher vocational students, b) To develop an educational management model to enhance the sustainable employment quality of higher vocational students, and c) To evaluate the feasibility and adaptability of the proposed educational management model. A mixed-methods research design was employed, with 377 participants recruited from selected vocational education institutions in China, encompassing educational administrators, vocational instructors, and final-year vocational students. Data collection was conducted through multiple approaches, including questionnaires, interviews form, focus group discussions, and expert reviews. For Date analysis, descriptive statistical methods (percentage, mean, standard deviation), the Modified Priority Needs Index (PNI modified), and qualitative content analysis were applied in combination. The research findings identified six core dimensions of the educational management model: fostering career awareness and employability, advancing industry-education integration, optimizing curriculum frameworks, reinforcing career guidance and employment support services, upgrading vocational skills training and development systems, and refining institutional mechanisms and policy safeguards. Expert evaluation results verified that the proposed model exhibits high feasibility and adaptability across all assessment criteria. This study contributes a theoretically sound and practically operable framework for vocational education institutions to address the challenges in improving students' employment quality, especially in economically underdeveloped regions.

The Impact of the FLEX Blended Learning Model on Developing EFL Students’ Critical Reading Skills

Mon, 06 Apr 2026 03:14:45 +0000

Critical reading skills are essential to academic success and provide more opportunities for learning in today’s world. With today’s fast-changing technology, traditional reading instruction must be updated to incorporate technology-enhanced learning. This study aims to examine the impact of the FLEX Blended Learning Model on the development of critical reading skills and to explore the critical reading strategies employed during its implementation. Data were collected using a mixed-methods approach. The study was conducted with 55 second-year English education students enrolled in a critical reading course at a university in Thailand. The data collection instruments included a pretest, a posttest, and an in-depth interview. Data were analyzed using means, standard deviations, a paired t-test, effect sizes, and thematic analysis. The results indicated that the FLEX Blended Learning Model was effective in enhancing students’ critical reading skills, as evidenced by statistically significant differences between pretest and posttest scores at the .05 level. The interview findings revealed that the students employed five critical reading strategies, including annotating, analyzing, questioning, summarizing, and reflecting during the learning process, which demonstrated the development of their critical reading skills.

Components and Indicators of Soft Skill Leadership Skills of School Administrators Under the Primary Educational Service Area Office in the Three Southern Border Provinces

Mon, 06 Apr 2026 03:20:29 +0000

This study aimed to analyze the components and indicators of soft skill leadership skills of school administrators under the Primary Educational Service Area Offices in the three southern border provinces of Thailand. The sample consisted of 300 teachers working in schools under these offices. The sample size was determined based on the recommendation of Comrey and Lee (1992), which considers a sample size of 300 to be good for factor analysis. The research instrument was a questionnaire developed by the researcher based on a review of relevant literature. The questionnaire consisted of two parts: general information of respondents and teachers’ opinions on the components and indicators of soft skill leadership skills of school administrators. The instrument included 72 items measured on a five-point rating scale. The content validity of the instrument yielded a Scale-Level Content Validity Index (S-CVI) of 1.00, and the reliability coefficient was .993. Data were analyzed using descriptive statistics, including frequency and percentage, and Exploratory Factor Analysis (EFA). The results showed that Bartlett’s Test of Sphericity was 31872.117 and statistically significant, while the Kaiser-Meyer-Olkin (KMO) value was .967, indicating a high level of sampling adequacy. Factor extraction was conducted using Principal Axis Factoring with oblique rotation. The findings revealed four components and seven indicators of soft skill leadership skills among school administrators: (1) Interpersonal and Collaborative Leadership (three indicators), (2) Learning Culture Leadership (one indicator), (3) Systematic Problem Management (two indicators), and (4) Effective Communication (one indicator).

Scaffolding Success: The Role of Course Syllabi in Enhancing Self-Efficacy and Engagement

Mon, 06 Apr 2026 03:26:52 +0000

Course syllabi are traditionally viewed as administrative documents outlining course objectives, policies, schedules, and grading criteria. However, recent research indicates that syllabi can serve as critical scaffolding tools that support student self-efficacy and engagement in higher education. Guided by Bandura’s (1997) Social Cognitive Theory found in Self-efficacy: The Exercise of Control, this qualitative study examined undergraduate students’ perceptions of a standardized syllabus template implemented campus-wide at a mid-sized public university in Alabama. Seven students from diverse majors participated in a focus group discussion, reflecting on how syllabus structure, clarity, tone, and content influenced their confidence, planning, and classroom engagement. Findings revealed that well-structured syllabi functioned as both cognitive and socio-emotional scaffolds, enhancing students’ self-efficacy, reducing stress, and promoting active participation. Conversely, unclear instructions, misaligned course goals, or negative language were perceived as barriers to engagement and motivation. These results underscore the potential of thoughtfully designed syllabi to scaffold student success, improve academic performance, and foster meaningful classroom engagement.

Interaction Effects of Administrative Experience and School Size on Innovative Leadership in Ska2

Tue, 07 Apr 2026 04:49:36 +0000

This research study aims to: 1) compare the innovative leadership of school administrators under the Songkhla Primary Educational Service Area Office 2 classified by administrative experience; 2) compare the innovative leadership of school administrators under the Songkhla Primary Educational Service Area Office 2 classified by school size; and 3) examine the interaction between administrative experience and school size affecting the innovative leadership of school administrators under the Songkhla Primary Educational Service Area Office 2. The sample consisted of 196 participants, including school administrators and teachers in 5 districts under the Songkhla Primary Educational Service Area 2, Southern Thailand, selected through stratified random sampling based on school size. The research instrument was a five-point rating scale questionnaire with an overall reliability coefficient of .902. The statistics used for data analysis included mean, standard deviation, F-test, two-way analysis of variance (Two-way ANOVA), and Scheffé’s method for pairwise comparisons.

The research findings revealed that 1) The comparison of innovative leadership of school administrators classified by administrative experience revealed that administrators with different levels of administrative experiences demonstrated significantly different levels of innovative leadership at the .01 level. Administrators with more than 20 years of administrative experience showed higher mean scores. 2) The comparison of innovative leadership of school administrators classified by school sizes indicated that innovative leadership differed in some components. Administrators working in medium-sized schools had significantly higher mean scores than those in small-sized schools at the .01 level. 3) There was an interaction effect between administrative experiences and school sizes affecting the innovative leadership of school administrators at the .01 level. The school administrators with higher experiences at the small schools had a lower innovative leadership than those with lower experiences. Meanwhile the school administrators with higher experience at the medium and larger schools had higher innovative leadership than those having lower experiences.

Components and Indicators of Executives' Innovative Leadership in the Faculty of Nursing under the Jurisdiction of the Praboromarajchanok Institute

Tue, 07 Apr 2026 04:58:09 +0000

This study aimed to analyze the components and indicators of innovative leadership among administrators of the Faculty of Nursing, Praboromarajchanok Institute. A quantitative research design employing Exploratory Factor Analysis (EFA) was utilized. The sample consisted of 240 nursing faculty members in the 2025 academic year from colleges under the Faculty of Nursing, Praboromarajchanok Institute. The sample size was determined according to the criteria of Hair et al. (2010), and participants were selected through proportional stratified random sampling and simple random sampling.

The research instrument was a researcher-developed questionnaire comprising two parts: (1) demographic information and (2) a five-point Likert-scale questionnaire measuring innovative leadership components and indicators. The instrument demonstrated content validity indices (IOC) ranging from 0.57 to 1.00 and a high reliability coefficient (Cronbach’s alpha = 0.98). Data were analyzed using descriptive statistics and exploratory factor analysis with Principal Axis Factoring and Promax rotation.

The findings revealed four components with twelve indicators of innovative leadership: (1) Innovative Vision (3 indicators; factor loadings ranged from .477 to .761), (2) Innovative Organizational Climate (3 indicators; factor loadings ranged from .411 to .968), (3) Innovative Creative Thinking Skills (3 indicators; factor loadings ranged from .420 to .865), and (4) Innovative Teamwork and Participation (3 indicators; factor loadings ranged from .414 to .666). These four components jointly explained 73.886% of the total variance.

The results suggest that educational institutions, particularly faculties of nursing, may apply these components and indicators as a framework for designing leadership development programs to enhance innovative leadership capacities among administrators.

Integrated Constructivist and Phenomenon-Based Learning Model to Enhance Digital Skills and Creative Problem Solving for High Vocational Certificate Students

Tue, 07 Apr 2026 05:05:28 +0000

The purposes of this research and development were to 1) develop an instructional model integrating constructivist and phenomenon-based learning concepts; 2) compare digital skills and creative problem-solving achievement before and after learning; and 3) study learning achievement motivation. The sample group consisted of 30 High Vocational Certificate students in the Department of Electrical Power at Thatphanom College, selected via cluster random sampling. The research instruments included lesson plans, a digital skills assessment form, a creative problem-solving assessment form, and a learning achievement motivation scale. The statistics used for data analysis were mean (x ), standard deviation (S.D.), t-test for dependent samples, and effect size (Cohen’s d). The research results were as follows: 1) The instructional model focused on knowledge construction through hands-on practice in authentic situations. 2) Students had post-learning digital skill scores (x =21.50, S.D.=3.25) significantly higher than pre-learning scores (x =18.20, S.D.=3.45) at the .01 level (t=5.41) with a large effect size (d=0.98); and post-learning creative problem-solving scores (x =32.50, S.D.=5.10) were significantly higher than pre-learning scores (x =28.10, S.D.=4.80) at the .01 level (t=4.88) with a large effect size (d=0.89). 3) Learning achievement motivation was overall at a high level (x =4.08, S.D.=0.42).

Enhancing BIM Modeling Ability of Undergraduate Architectural Engineering Students through the Integration of Flipped Classroom and Collaborative Learning

Tue, 07 Apr 2026 06:20:15 +0000

This study explored the effectiveness of an instructional model integrating flipped classroom and collaborative learning in enhancing the BIM modeling ability of Chinese undergraduate architectural engineering students. The study involved 45 third-year undergraduate students in architectural engineering who were enrolled in an 8-week BIM course. The research adopted a one-group repeated-measures design, with three phased assessments conducted at T1, T2, and T3 during the 6-week instructional intervention. A final post-test (T4) was administered in the 7th week to monitor and track the development of students’ BIM modeling abilities over time. BIM modeling ability was evaluated across three core dimensions including BIM theoretical knowledge, BIM family modeling and BIM project modeling using a standardized scoring rubric. Two independent professional raters assessed the subjective components, and Intraclass Correlation Coefficient (ICC) was calculated to examine interrater reliability. All ICC values were above 0.90, indicating excellent agreement between raters. A range of statistical analyses was conducted, including descriptive statistics, a one-sample t-test, and repeated-measures ANOVA. The findings showed that students’ overall mean BIM modeling ability scores increased steadily and significantly from 62.80 at T1 to 80.04 at T4, with statistical significance at p < .001. Substantial improvements were observed across all three core dimensions, and the effect sizes reached a large effect level. Qualitative analyses of classroom observations and students’ test papers revealed noticeable improvements in learning initiative and collaborative engagement. However, students with low performance levels continued to experience difficulties in areas such as material configuration, dimensional accuracy, and the application of complex commands. Results from a post-intervention satisfaction survey using five-point Likert scale indicated strong student approval of the instructional approach. Mean scores ranged from 3.44 to 4.60, with most items rated at a highly high level. Overall, the findings demonstrate that the integrated instructional model significantly enhanced students’ BIM modeling ability and also fostered more effective learning behaviors, offering meaningful practical implications for BIM instruction in architectural engineering education.

A Priority Needs Assessment of Human Resource Management Practices and Lecturer Well-Being in Private Universities in Hangzhou, China

Tue, 14 Apr 2026 01:43:54 +0000

This study investigated the current status and ideal state of Human Resource Management (HRM) and Teacher Wellbeing (LWB) at a private university in Hangzhou, China, and used the Improved Priority Needs Index (PNI) to identify priorities for HRM improvement. This study employed a quantitative needs assessment design, collecting data from 400 lecturers using stratified random sampling. Descriptive statistics, confirmatory factor analysis (CFA), and the Improved PNI were used to determine the degree of gap and priorities. The results show a significant gap between the current state of HRM and the ideal state of teacher wellbeing. Performance appraisal (Improved PNI = 0.226) is the most pressing priority in teacher wellbeing, followed by career development (Improved PNI = 0.217). The findings provide practical guidance for administrators of private higher education institutions committed to improving teacher wellbeing.

Management Model of Information System for Career Counseling and Guidance for Undergraduate Students in Hubei, China

Fri, 17 Apr 2026 09:25:29 +0000

This study investigated the current status and expectations of career counselling and developed a Data-Driven Total Quality Management (DDTQM) Model of Information System (IS) for recent graduates in Hubei, China. A mixed-methods approach combined quantitative surveys, qualitative focus groups, and experimental validation. Research tools included status–expectation surveys, TAM-based IS questionnaires, focus group and expert interview protocols, and expert evaluation forms. Participants included 4,644 graduating students, 30 teachers/administrators, and 30 HR representatives, with stratified random sampling generating a sample of 397 students, 28 teachers/administrators, and 28 HR participants. Stakeholder expectations across five dimensions were significantly higher than the current status, which was only at a medium level. The DDTQM model was structured into four steps: quality objective setting, data collection and analysis, process management, and continuous improvement. Experimental comparison showed that the DDTQM-enhanced IS significantly outperformed the traditional system (p < .001), increasing stakeholder satisfaction. Expert interviews and evaluations confirmed the model’s high feasibility and effectiveness. This research enriches theory and practice by integrating data-driven decision-making with TQM principles to improve career counselling in higher education.

The Competency of Active Learning Management Using the Professional Learning Community Process of Teachers in the New Normal Era, Chaiyaphum Province, Thailand

Sun, 19 Apr 2026 02:34:01 +0000

This research aimed to examine the components and indicators of active learning management competency using a Professional Learning Community (PLC) process for teachers in the New Normal era in Chaiyaphum Province, and to evaluate their appropriateness. The research methodology was divided into two phases: Phase 1 involved documentary research and the validation of component and indicator consistency by 7 experts using the Index of Item-Objective Congruence (IOC). Phase 2 employed both quantitative and qualitative methods, targeting 48 stakeholders, including school administrators and teachers under the Office of the Basic Education Commission in Chaiyaphum, in the academic year 2023. The appropriateness was evaluated and confirmed through educational connoisseurship by 9 purposively selected experts. The instruments consisted of a 5-level Likert-scale evaluation form for assessing the appropriateness of feasibility, utility, and accuracy. Data analysis used percentages, means, and standard deviations, while content analysis was applied to qualitative data. The research findings: 1. The active learning management competency comprises 5 main domains, each containing 10 indicators, totaling 50 indicators : 1) Active learning activity design and lesson planning, 2) Implementation of learning activities through thinking and practicing processes, 3) Utilization of media, technology, learning resources, and instructional innovation, 4) Effective measurement and evaluation for student development, and 5) Leadership and characteristics conducive to active learning management. 2. The overall evaluation results regarding the appropriateness, feasibility, accuracy, and utility were at a high level.

The Context-Adaptive Learning Model (CALM) Enhancing Adaptive English Teaching Competency for Preservice Teachers in Thailand

Mon, 20 Apr 2026 06:27:30 +0000

This study developed and evaluated the Context-Adaptive Learning Model (CALM), an instructional framework designed to strengthen Adaptive English Teaching Competency (AETC) among preservice English teachers in Thailand. The study employed a Research and Development (R&D) methodology across three phases, integrating both quantitative and qualitative data. Phase 1 surveyed 249 preservice teachers and 68 university supervisors from 16 universities in Northeastern Thailand. Priority Needs Index modified (PNImodified) analysis identified Classroom Management as the highest priority competency gap (PNImodified = 0.34), followed by Diagnostic Competency and Didactic Competency — findings that directly informed CALM's design. Phase 2 developed and validated CALM, a model comprising five competency dimensions and a six-step instructional syntax grounded in Contextual Teaching and Learning and Adaptive Teaching Competency theory. Expert validation yielded IOC values of 0.80-1.00 across all instruments. A PAOR action research try-out with 10 preservice teachers refined the model through four structural revisions before Phase 3 implementation. Phase 3 evaluated the finalized model with a new cohort of 10 preservice teachers using a one-group pretest-posttest design. All participants achieved the maximum assessment score (x̄ = 48.00, S.D. = 0.00) against a pretest mean of 35.60 (S.D. = 0.70), yielding a Relative Gain Score of 100%. Thematic analysis of 100 reflective teaching logs across both cohorts identified three convergent themes: deliberate contextualization of instruction, a progressive shift from teacher-fronted delivery to facilitation, and the development of analytical reflection-on-action. These quantitative and qualitative findings converge to confirm that CALM is an effective, reliable, and transferable model for bridging the policy-practice gap in Thai preservice English teacher education.

Generational Trauma and Identity Construction in Cristina García’s Dreaming in Cuban and The Agüero Sisters

Wed, 22 Apr 2026 03:20:26 +0000

As a core representative of Cuban-American literature, Cristina García focuses her creations on the exile experiences of Cubans after the Cuban Revolution, and profoundly depicts the identity predicament and intergenerational transmission of trauma faced by the Cuban-American “one-and-a-half generation”. Taking her representative works Dreaming in Cuban (1992) and The Agüero Sisters (1997) as the research objects, this paper systematically analyzes the specific manifestations and transmission mechanisms of generational trauma in the two novels, as well as its profound influence on the identity construction of the Cuban-American one-and-a-half generation from the interdisciplinary perspectives of postcolonial theory, feminist criticism and trauma studies. The study finds that García adopts narrative strategies such as female lineage inheritance, memory politics and cross-cultural conflict to reveal how Cuban exile trauma transcends generational boundaries and shapes the “in-between identity” of the one-and-a-half generation who neither fully belong to Cuba nor integrate into the United States. It is further pointed out that the process of the one-and-a-half generation experiencing, negotiating and reconstructing generational trauma has become an important path for them to construct a unique hybrid cultural identity.

Integrating Cooperative Education and Work-Integrated Learning in Higher Education to Drive Digital Innovation in Hospitality: Enhancing Guest Experience through the Varana One+ Platform

Wed, 22 Apr 2026 04:26:41 +0000

This study examines the role of Cooperative Education and Work-Integrated Learning (WIL) in driving digital innovation within the luxury hospitality sector through the development and implementation of the Varana One+ platform at Varana Hotel Krabi. Research conducted during a four-and-a-half-month professional placement identified a critical operational bottleneck in the Front Office Department, where a traditional reliance on manual, telephone-based request handling intensified inefficiency and increased the risk of service delays and communication errors. To address these challenges, the Varana One+ web application was designed to centralize service requests, dining information, and wellness activity bookings. Utilizing Google Apps Script as middleware, the system automates data logging in Google Sheets and triggers real-time notifications via the Line Messaging API, transforming a five-step manual workflow into a streamlined three-step automated process. The results of the implementation showed a significant 35–40% reduction in daily telephone call volume, effectively redistributing staff workload from administrative tasks to high-value, personalized guest engagement. The findings demonstrate that WIL initiatives can transcend traditional internship models by positioning students as active co-creators of digital maturity. Ultimately, the project proves that fundamentally redesigning workflow structures to align with modern digital behaviors is essential for enhancing operational efficiency and guest experience in a five-star hospitality environment.

Project-Based Learning Management Combined with Peer Coaching to Enhance the Innovative Thinking Skills of English Major Students

Fri, 24 Apr 2026 05:56:59 +0000

It is recognized that innovative thinking is a key competency in 21st-century higher education; however, research on the integration of project-based learning and peer coaching is limited, especially in English teacher education. This study, therefore, investigates their integration in enhancing students’ innovative thinking skills. The objectives were 1) to compare students’ innovative thinking skills before and after participating in project-based learning with peer coaching; 2) to compare students’ innovative thinking skills between the control group and the experimental group after the intervention; and 3) to evaluate the quality of students’ innovations after the intervention. The participants consisted of 57 second-year English majors, with 29 students in the experimental group and 28 students in the control group. The research instruments included an innovative thinking skills assessment form and an innovation quality assessment form. Data were analyzed using mean, standard deviation, t-test, and effect size. The results revealed that students showed statistically significantly higher innovative thinking skills after the intervention at the .05 level. After the intervention, students in the experimental group indicated significantly higher innovative thinking skills than those in the control group at the .05 level. The quality of the innovations created by the students was at the highest level. The results indicate that this approach successfully enhances students’ innovative thinking skills and increases their ability to create educational innovations in a real-world learning environment.

Self-Directed Program for Academic Leadership Enhancement of Nursing Department Administrators in Thailand

Fri, 24 Apr 2026 06:05:00 +0000

This study aimed to (1) examine best practices in academic leadership among department-level administrators in private university nursing faculties in Thailand, (2) develop a self-directed academic leadership enhancement program, and (3) evaluate the program's effectiveness. A mixed-methods research design was implemented in three phases. Phase 1 involved 120 nursing faculty members and department-level administrators from six private nursing institutions with five-year Nursing Council accreditation. Phase 2 engaged nine expert evaluators to validate the program. Phase 3 utilized three department-level administrators as the experimental group.

The results identified six key components of academic leadership performance: mission and academic goal setting and communication; curriculum and instruction management; personnel development; learning atmosphere; monitoring and tracking student progress; and instructional supervision and evaluation. Expert evaluation rated the six-module program as highly appropriate across all four dimensions of accuracy, appropriateness, feasibility, and utility. The program efficiency significantly exceeded the 80/80 criterion, with E1/E2 ratios of 98.89/96.67. Participants achieved an average relative progress score of 75.00%, indicating high relative progress. These findings confirm the program's effectiveness in developing academic leadership competencies among department-level administrators in nursing faculties in private higher education institutions.

Exploring Pre-service EFL Teachers’ Perceptions of AI-Generated Feedback and Teacher Feedforward in Argumentative Writing: A Process-Genre Perspective

Fri, 01 May 2026 02:23:28 +0000

This study investigates pre-service EFL teachers’ perceptions of AI-generated feedback and teacher feedforward in the development of argumentative writing within a process-genre instructional framework. Grounded in feedback theory and conceptualized through a dual-level mediation perspective, the study positions AI as providing micro-level linguistic support, while teacher feedforward facilitates macro-level rhetorical development. A mixed-methods design was employed, involving 22 third-year pre-service teachers enrolled in an academic writing course at a Thai university. Data were collected through a structured questionnaire and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings reveal that learners perceived AI-generated feedback as highly effective in identifying language-related issues and supporting immediate revision. In contrast, teacher feedforward was viewed as essential for improving argument structure, idea development, and overall coherence. Importantly, participants highlighted the complementary roles of AI and teacher feedback, which together enhanced their awareness of the writing process, confidence in revision, and engagement in autonomous learning. The study contributes to the growing body of research on AI in L2 writing by offering an integrated perspective on feedback mediation and highlighting the pedagogical value of combining AI-supported and teacher-guided feedback within a process-genre approach.

Psychometric Properties of the Objective Structured Video Examination (OSVE) in the Assessment of Mental Health Literacy Skills of University Students

Wed, 29 Apr 2026 12:18:58 +0000

There is a need to evaluate the efficacy of mental health educational programs designed to improve skills in university students to support themselves and others experiencing mental health crises. The Objective Structured Video Examination (OSVE) utilises a virtual platform to assess the understanding of communication skills in response to mental health contingency. There is a lack of research into the psychometric properties of the OSVE in the tertiary education context. The aim of this study was to determine the split-half reliability, inter-item reliability, and concurrent validity of the OSVE evaluating mental health literacy and crisis communication skills in tertiary university students. Method: This study is a secondary analysis of data collected from 96 tertiary university students enrolled in the “Talk-to-Me” Mass Open Online Learning Course. Participant scores from the OSVE were correlated against scores from the Suicide Intervention Response Inventory Revised. Consumer and Community Involvement: University students and mental health consumers had been involved in the co-production of the MOOC. Results: The OSVE’s reliability was determined by measuring the consistency between items using Spearman-Brown prophecy (0.45) formula and Cronbach’s alpha (0.42). A weak, but statistically significant negative concurrent validity was detected (r = -0.38, p < 0.05). Conclusion: The OSVE showed promise as an evaluation tool in assessing crisis communication skills in university students and would benefit from further refinement and testing.

Assessing Priority Needs in Academic Management and Global Citizenship Development: Evidence from International Colleges in Inner Mongolia, China

Thu, 30 Apr 2026 03:07:29 +0000

The management of academics in international colleges in Inner Mongolia, China illustrates the lack of systematic approaches in the potential fostering of Global Citizenship Education (GCE). This study aims to (1) analyze the current (D) and the desirable (I) states of Academic Management (AM) and GCE and (2) determine improvement needs in order of priority using the Modified Priority Needs Index (PNI). Using the Quantitative design method, positive data was collected from 362 international students, administrators, and teachers from 14 different colleges using a validated questionnaire which was measured by descriptive statistics and the PNI. The results of the data collected showed that Partnerships & Mobility (EAM5), Curriculum Internationalization (EAM2), and Student & Intercultural Support (EAM4) are the three top needs of the AM. A Loop-based Academic Management was constructed and validated consisting of Integrated Academic Loop, Integrative Experiential Loop, Feedback-Governance Loop and is integrated into an Intercultural ‘third space’ as the core connector. The needs are prioritized, it is possible that the colleges be able to address the gaps in strategy and execution and improve GCE. This study provides theoretical contributions to the Practical and needs-based diagnostic modeling as well as practical approaches to the academic management of borderland higher education.

Developing a STEM Learning Model Based on the Fermentation Process to Promote 21st Century Skills and Creativity of Science Teacher Students

Sun, 03 May 2026 02:31:40 +0000

This study employed a research and development approach to develop a STEM-based instructional model grounded in the fermentation process for preservice science teachers due to examine its effects on 21^stcentury skills, creative thinking, and attitudes toward science. Participants consisted of 26 third-year biology majors enrolled in a food microbiology course, selected through purposive sampling. The study adopted a one-group pretest-posttest experimental design. Research instruments included STEM-based lesson plans, a 21^st century skills assessment, a creative thinking assessment, and an attitude toward science questionnaire. Quantitative data were analyzed using mean, standard deviation, and the Wilcoxon signed-ranks test, while qualitative data were analyzed through content analysis. The results indicated that the STEM-based instructional model significantly improved all learning outcomes examined in this study (p < 0.001). Post-intervention results revealed a statistically significant improvement in students’ 21^st century skills, particularly in information, media, and technology skills (Z = - 4.49). Regarding creative thinking, fluency demonstrated the greatest statistical improvement (Z = - 4.90). Furthermore, students’ attitudes toward science showed a significant positive shift from a low level to the highest level (Z = - 4.76). These findings demonstrate the effectiveness of the fermentation-based STEM learning approach in promoting comprehensive learning development among preservice science teachers. The findings suggest that integrating authentic scientific contexts such as fermentation into STEM-based instruction can effectively enhance essential competencies for preservice teachers in higher education, particularly in developing 21^st century skills, creativity, and positive attitudes toward science.