International Education Studies, Issue: Vol.19, No.5

Developing a Virtual Classroom Using Metaverse Spatial Technology to Enhance Students’ Learning Experience in Higher Education

sajeewan.p@lawasri.tru.ac.th (Sajeewan Pratsri) — Sun, 13 Sep 2026 09:22:06 +0000

The objectives of this study were to 1) develop a virtual classroom using metaverse technology to enhance the learning experience. 2) Evaluate the effectiveness of virtual classrooms powered by metaverse technology, 3) Evaluate the learning experience of students who participate in activities through virtual classrooms, and 4) Assess students’ satisfaction with learning through virtual classrooms using metaverse technology. The research tools included 1) learning materials in the form of a virtual classroom on computer language programming, 2) a virtual classroom performance assessment by 5 experts, 3) a competency test of students who studied through a virtual classroom by assessing knowledge, skills, and personal attributes, and 4) a satisfaction assessment of learning through a virtual classroom by 100 students. The results showed that 1) virtual classrooms using metaverse technology can effectively enhance the learning experience of higher education students, 2) expert evaluation results reflect that the effectiveness of virtual classrooms is high (χ̄ =4.46, S.D. 0.695), 3) the performance of students who study through virtual classrooms using metaverse technology is assessed in three areas: knowledge, skills, and personal attributes, and 4) overall satisfaction with learning through virtual classrooms is high (χ̄ = 4.36, S.D. = 0.598). The technical aspects of the metaverse were the highest (χ̄ = 4.58, S.D. = 0.610), followed by the ease of use of the system (χ̄ = 4.47, S.D. = 0.585) and the performance of the system (χ̄ = 4.04, S.D. = 0.599).

Development of Experiential Learning Ecosystem with Imagineering Learning to Promote the Learning Management Competencies in Computational Thinking of Students in the Bachelor of Education Program in Computer Education at Rajabhat University

ittipaatresearch@gmail.com (Ittipaat Suwathanpornkul) — Sun, 13 Sep 2026 09:33:10 +0000

The objectives of this research were: (1) to develop a learning ecosystem through experiential and imagineering learning, and (2) to examine the learning management competencies in computational thinking on the part of students enrolled in the Bachelor of Education Program in Computer Education. The sample consisted of 11 students selected through stratified random sampling. A mixed methods research design was employed, combining a quantitative experimental approach for data collection and analysis with a qualitative approach using in-depth interviews within a multi-case study framework. The findings revealed that: (1) the learning ecosystem comprised four main components: (1.1) the components of the learning ecosystem, (1.2) experiential learning management, (1.3) imagineering-based learning, and (1.4) competencies in computational thinking-oriented learning management. The developed ecosystem was evaluated as being highest appropriate. (2) The students demonstrated enhanced knowledge, skills, and attributes. Furthermore, they developed an increased awareness of the importance of computational thinking and were able to set learning goals, select appropriate learning strategies, and address problems in a systematic manner.

Effects of Inquiry Learning Combined with Strategy Board Games in Biology on Systems Thinking of Eleventh-Grade Students

ratchaneewan.t@msu.ac.th (Ratchaneewan Tangpakdee) — Sun, 13 Sep 2026 09:38:11 +0000

This research aimed to 1) compare the systems thinking of eleventh-grade students before and after learning through inquiry learning combined with strategy board games in biology, and 2) study the relative growth of systems thinking among eleventh-grade students learning through inquiry learning combined with strategy board games in biology. The sample consisted of 38 eleventh-grade students from Yang Talad Witthayakarn School, Kalasin Province, Thailand, during the second semester of the 2023 academic year, which was derived from cluster random sampling. The research instruments included: 1) six inquiry learning lesson plans on flowering plant reproduction in biology, 2) six strategy-based biology board games, and 3) a systems thinking test. Data were analyzed using frequency, percentage, mean, standard deviation, and the dependent-samples t-test. The results show that (1) Eleventh-grade students who learned through inquiry learning combined with strategy board games in biology demonstrated significantly higher post-learning systems thinking scores compared to pre-learning scores at the .05 level. (2) Most eleventh-grade students showed high levels of systems thinking relative growth, accounting for 36.84%, followed by moderate levels at 34.21%. Notably, no students exhibited a lack of relative growth in systems thinking.

Pedagogical Transmission of Mongolian Folk Singing: A Case Study of Saiyin Bilige’s Vocal Techniques and Teaching Practices

khamsitkarin@gmail.com (Khomkrich Karin) — Mon, 14 Sep 2026 08:26:55 +0000

This study examines the pedagogical transmission of Mongolian folk singing through a qualitative case study of Saiyin Bilige, a nationally recognized master of the Horqin long-tune tradition. The research aims to explore his vocal techniques and teaching practices within the broader context of cultural preservation and indigenous knowledge transmission. The data were collected through fieldwork conducted in Inner Mongolia from March 2024 to March 2025, using in-depth interviews, participant observation, audio-visual documentation, and document analysis. A thematic analysis was applied to interpret patterns in technique, pedagogy, and cultural meaning.

The findings reveal that Saiyin Bilige’s vocal style is rooted in traditional Mongolian aesthetics, marked by expansive melodic phrasing, the use of the “Nogula” vibrato, glissando, and a deep connection to the pentatonic scale. His pedagogical methods rely heavily on oral transmission, embodied demonstration, and cultural storytelling rather than written notation. His lessons integrate symbolic interpretation and community knowledge, fostering a strong sense of cultural identity and emotional expression among his students. Moreover, he incorporates modern strategies such as university-based curricula and digital media to enhance accessibility and sustain the tradition.

The study highlights the intersection of tradition and innovation in music education. Saiyin Bilige’s approach offers a model of culturally responsive pedagogy that not only preserves an endangered musical heritage but also provides insights into integrating indigenous teaching methods into contemporary educational frameworks.

Program to Strengthen Ethical Leadership of First-Line Administrators of Universities in Nanning

156594609@qq.com (Yang Donggang) — Mon, 14 Sep 2026 08:48:49 +0000

The objectives of this research were: 1) to explore the existing situation, desirable situation, and the needs to develop ethical leadership of first-line administrators of universities in Nanning; and 2) to develop the program to strengthen ethical leadership of first-line administrators of universities in Nanning. Mixed-methods research was employed, which was divided into two phases: Phase 1 explored existing situations, desirable situations, and the need to develop ethical leadership of first-line administrators of universities. The samples were 385 first-line administrators, teachers, and students in Nanning. The research instrument was a 5-rating scales questionnaire with reliability of existing situation, and desirable situation were 0.972 and 0.978. Phase 2 was developing a program to strengthen ethical leadership of first-line administrators of universities. Informants were 5 lecturers who were good at ethical leadership, and 5 experts to evaluate the program. Research instruments were an interview form, and a program evaluation form. Statistics used to analyze data were mean, standard deviation, and modified priority needs index.

The research results were as follows:

I. The existing situations of first-line administrators of universities in ethical leadership were at a moderate level, while desirable situations were at the highest level. The need to develop first-line administrators of universities in ethical leadership was ranked from high to low: responsibility, fairness, trust, respect, and integrity.

II. A program to strengthen ethical leadership of first-line administrators of universities comprising 1) principle, 2) objectives were to educate and to develop the abilities and skills of first-line administrators of universities in ethical leadership, 3) content consists of five modules: Module 1 integrity; Module 2 respect; Module 3 trust; Module 4 fairness; and Module 5 responsibility, 4) development method, and activities; 5) program evaluation with the results were at the highest level in appropriateness, feasibility, and utility.

Research and Development of a Cognitive Coaching Supervision Innovation to Enhance Teachers’ Research-Based Project Learning Management Competency Toward Students’ Digital Skills for Learning Development

dr.titaree@gmail.com (Titaree Wilailert) — Tue, 15 Sep 2026 08:20:50 +0000

Enhancing teachers’ research-based project learning management competency is essential for promoting students’ digital skills for learning development in digitally transforming educational contexts. This research and development study aimed to develop and evaluate a Cognitive Coaching Supervision Innovation for enhancing teachers’ research-based project learning management competency toward students’ digital skills for learning development. The objectives were to: 1) examine current conditions, desirable conditions, and priority needs; 2) develop the supervision innovation; 3) evaluate its implementation; and 4) assess satisfaction and develop guidelines for using the innovation at the educational service area and educational inspection area levels. The study was conducted in four phases. Participants included 97 teachers and 7 school administrators in Phase 1; 105 school administrators, heads of academic affairs, heads of the Science and Technology Learning Area, and 9 experts in Phase 2; 5 supervisors, 10 supervisees, 245 students, 50 parents and community members, and 14 evaluation committee members in Phase 3; and 30 supervisors, 55 supervisees, 275 students, and 140 parents and community members in Phase 4. The instruments included questionnaires, semi-structured interviews, record forms, knowledge tests, competency assessment forms, satisfaction questionnaires, and evaluation forms. Data were analyzed using frequency, percentage, mean, standard deviation, Modified Priority Needs Index, dependent samples t-test, Effectiveness Index, and content analysis. The findings showed that current conditions were at a moderate level, while desirable conditions were at the highest level. The developed innovation used the APEC_POPAES process. After implementation, supervisors’ and supervisees’ knowledge and competencies improved, students’ digital skills for learning development increased, and satisfaction was at the highest level. The findings indicate that the innovation is effective for supporting reflective supervision, research-based project learning, and students’ digital learning development.

A Measurement Instrument for Leaders’ Followership Anti‑Prototype in Chinese Higher Education Institutions

kamarul@fpe.upsi.edu.my (Kamarul Bahari Yaakub) — Tue, 15 Sep 2026 08:25:54 +0000

In today’s complex and rapidly changing social environment, leadership has become a core driver of organizational competitive advantage. Followership-centered research further demonstrates that follower characteristics play a critical role in shaping organizational performance and employee effectiveness. As an important branch of implicit followership theory, leaders’ perceptions of followership anti-prototypes have been shown to exert consistently negative effects in both business and higher education contexts. However, influenced by positive psychology and prototype theory, empirical research on leaders’ followership anti-prototypes remains relatively limited. Prior studies suggest that distinct sociocultural backgrounds and organizational settings may give rise to different anti-prototype configurations. Building on this premise, the present study integrates existing measurement approaches with the unique cultural context of Chinese higher education institutions and initially proposes a three-dimensional conceptual framework of leaders’ followership anti-prototypes, including insubordination, incompetence, and passivity. However, results from both exploratory and confirmatory factor analyses consistently support a two-factor structure comprising dysfunction and insubordination, in which incompetence and passivity empirically merge into a single dimension. Compared with existing instruments, the scale developed in this study more accurately reflects the ways in which team leaders in Chinese higher education institutions cognitively construe followers’ anti-prototypical characteristics. The resulting scale provides a reliable measurement foundation for future empirical research and leadership interventions in higher education settings.

Neoliberalism and the Privatization of Education: A Critical Analysis of Public vs. Private School Enrollment Trend in Nepal

devkota@jcsw.ac.jp (Jeevanath Devkota) — Tue, 15 Sep 2026 08:30:10 +0000

This study critically examines privatization in the education sector, public and private school enrollment trend, and the economic burden of private education in the context of Nepal. Using NLSS data and employing descriptive methodology, the study finds a positive relationship between household wealth and private school enrollment, and a negative relationship between household wealth and public-school enrollment trend in Nepal. If the current trend continues, the richest quintile is projected to abandon public schools by approximately 2041, while students from the second and poorest quintiles will remain in public schools. In addition, private school enrollment imposes a financial burden on families. This article emphasizes the urgent need to improve the quality of public schools and foster a more inclusive and sustainable education system.

Developing a Computerized Adaptive Testing System for Music Education: Assessing Thai Stringed Instruments

nametaey160@gmail.com (Rachun Charoenkaensai) — Sun, 20 Sep 2026 09:08:21 +0000

This research aimed to develop a Thai string instrument skill assessment program by using a computer-based adaptive testing method (TSCAT) using a 4-step research and development process, consisting of 1) studying the current status, problems, and approaches to assessing Thai string instrument skills by computer through interviewing experts and finding consensus based on experts; 2) developing the program by designing and developing the program in JavaScript language, storing data in the MySQL database system, creating a user manual, and evaluating the appropriateness and correctness of the use and manual by experts; 3) testing the computer program with a sample group consisting of teachers and testers, setting a passing criterion of 60 percent; and 4) evaluating the quality of the program in terms of usefulness, feasibility, correctness according to criteria, and accuracy.

The research results found that studying the current status by interviewing Thai music experts found that teaching and learning according to the curriculum of the educational institution that transferring knowledge from teachers to students in individual and group formats. The assessment of learners’ skills mainly depends on the judgment of the teachers. There are various assessment tools, leading to inaccuracies in measuring academic achievement and not being able to reflect the true ability of the learners. The approach to assessing Thai string instruments’ skills by computer can measure the correctness of playing skills at a basic level. The results of the consensus based on experts in considering the components, including the accuracy of playing according to the melody, the accuracy of playing, and the accuracy according to the rhythm of the cymbals, that are set to pass the criteria of 60 percent. The level and ability are divided into 6 levels, and the musical notes in the test are 25 songs in total according to the basic Thai music criteria. The development of the student’s skill assessment program uses the concept of Computerized Adaptive Test (CAT), which helps to reflect learning results in a tangible way and promotes the teaching of Thai music to be more modern and effective. The results of the assessment of the accuracy and appropriateness from 9 experts using the assessment form show that the overall appropriateness of the program is at the highest level, with an average of 4.81 and a standard deviation of 0.33, and the user manual is at the highest level, with an average of 4.83 and a standard deviation of 0.39. The evaluation results of the program in collecting data from testers found that the program can be measured according to the ability of the performers. It can check the students’ information to plan and develop them according to their abilities. The program is a new technology that makes learning music fun and not boring for students. They can research by themselves. The results of the evaluation of teachers’/instructors’ opinions on its usefulness, feasibility, correctness according to the criteria, and accuracy found that there were opinions at the highest level. The mean score was 4.87, and the standard deviation was 0.27. The testers had the highest level of opinion, with a mean score of 4.92 and a standard deviation of 0.21. This shows the quality of the program that can be applied in teaching and learning, and is an effective aid in evaluating Thai stringed instrument skills.

Factors Influencing Educational Support Personnel’s Intention to Use Generative AI in Thailand’s Basic Education System: Cross-Sectional Correlational Study

athcha@slc.ac.th (Athcha Chuenboon) — Sun, 20 Sep 2026 09:13:47 +0000

Generative artificial intelligence (GenAI) has rapidly transformed educational practices; however, existing research has predominantly focused on teachers and students, leaving the role of educational support personnel largely underexplored. This study examined factors influencing behavioral intention to use GenAI among educational support personnel in Thailand’s basic education system. Grounded in an integrated theoretical framework synthesizing the Technology Acceptance Model (TAM), TAM3, the Unified Theory of Acceptance and Use of Technology (UTAUT), and the Information Systems Success Model (ISSM), a correlational research design was employed. Data were collected from 115 participants through an online survey. Six predictor variables were examined: perceived usefulness, self-efficacy, attitude toward using AI, system quality, information quality, and service quality. Pearson’s correlation analysis revealed significant positive relationships between all predictor variables and behavioral intention (r = .45–.87, p < .01). Multiple regression analysis indicated that the six predictors collectively explained 82% of the variance in behavioral intention (R = .90, R² = .82). However, only attitude toward using AI (β = .58, p < .01) and system quality (β = .31, p < .01) emerged as significant predictors. These findings underscore the pivotal role of personal attitudes and system performance in shaping GenAI adoption and offer practical implications for advancing digital transformation in educational administration and support services.

Strategies to Develop the Learning Management Competencies for Rural Primary School Art Teachers in Guangxi

chaiyon36649@gmail.com (Chaiyon Paophan) — Tue, 22 Sep 2026 07:47:17 +0000

The research objectives were: 1) to explore the current situation, desirable situations, and the need to develop learning management competencies for rural primary school art teachers, and 2) to develop the strategies of the learning management competencies for rural primary school art teachers in Guangxi. The mixed-methods research was employed, divided into two phases. The first phase: Exploring the current situation, desirable situation, and needs to develop the learning management competencies of rural primary school art teachers. The research instrument was a 5-level scale, with a current situation reliability of 0.966 and a desirable situation reliability of 0.973, as well as in the second phase. Developing the strategies of the learning management competencies for rural primary school art teachers by the connoisseurship of 15 experts was employed to analyze the strengths, weaknesses, opportunities, and threats. The 7 experts evaluated the appropriateness, feasibility, and benefits of the strategies of the learning management competencies. The statistics used to analyze data were mean, standard deviation, and modified priority needs index.

The research results were as follows:

1) The current situation of the learning management competencies for rural primary school art teachers was at a high level. The desirable situations were at a very high level. The needs to develop learning management competencies for rural primary school art teachers were ranked from high to low as follows: Teaching ability, Knowledge ability, Good-relationship ability, Personal trait, and Profession ethics.

2) The strategies of the learning management competencies for rural primary school art teachers in Guangxi comprised of 5 main strategies, 15 sub-strategies, and 45 operation methods. The results of the strategic evaluation were at a high level in appropriateness, at a very high level in feasibility, and beneficial.

Proposed Policy for Quality Management of Labor Education in Guangxi Arts University

121655668@qq.com (Wichit Kammantakun) — Tue, 22 Sep 2026 07:54:02 +0000

The following are the two vital purposes of this research, 1) to explore tentative proposed policy recommendations at Guangxi Arts University 2) to develop proposed policy recommendations for quality management of labor education at Guangxi Arts University in order to be included of the policy objectives and means. There are 4 main steps for proposing policy in phase 1 are documentary research, institutional research survey, multi-case study and important meeting. The substantiation for policy proposal will be phase 2. Meanwhile, in-depth interviews with experts and focus group discussion (FGD) will be the procedure of validation. The summarized result from stage 1 is provided to participants for their personal opinions and recommendation of operational seminar. Then the managements of labor education in Guangxi Arts University are received the result of analyzed and synthesized the results of detailed interview with experts and the key group discussion for drafting the proposal. The outcome of research study show that the policy recommendations with the research vision that aims to change the university to be excellent. This provides the significant missions as follows: 1) serving the national strategy and social development as its own responsibility, promote the comprehensive development of multiple disciplines, and highlight the advantages of characteristic disciplines. 2) increase the awareness of quality management, guide full-time teachers and managers to take quality management as an important starting point to improve work efficiency, and improve their ability in quality management, and contribute to the development of schools and society. 3) to use quality management in teaching and administrative management, which promote the development of schools and society. There are 12 quality management of labor education strategies and 4 policies which are quality planning, quality control, quality assurance and quality improvement in which each topic has 3 policies.

Immersive Technology Empowering History Education: A Study on the Pathways for Learning about the Architectural Cultural Heritage of the Wang Grand Courtyard in Shanxi Province Through Digital Narratives

champadaeng.s@gmail.com (Sitthisak Champadaeng) — Wed, 23 Sep 2026 09:58:20 +0000

This study investigates the critical pathways of immersive technologies and digital storytelling in architectural cultural education at the Wang Grand Courtyard, employing a mixed-methods approach. Results from the multiple linear regression model indicate that technological immersion and technology-culture integration exhibit the strongest predictive power for anticipated educational effectiveness, with the four independent variables collectively explaining 44.3% of the variance. The moderating variables “identity” and “technology experience” were not statistically significant, suggesting their relatively weak direct influence. Semi-structured interviews with eight professionals revealed that high-resolution VR/AR devices (7/8) and interactive software (6/8) are central to achieving technological immersion. In contrast, “deep learning through blended physical-digital experiences” (6/8) and “interactive experiences conveying cultural essence” (4/8) are key strategies for integrating technology and culture. The findings align closely with Immersion Theory and the TPACK model, indicating that the sense of technological immersion drives deep learning by enhancing spatial perception and interactive engagement, while effective technology-culture integration requires precise modeling and seamless content integration to ensure accurate transmission of cultural core values. Recommendations include prioritizing investment in VR/AR equipment to enhance immersion, establishing standards for technology-culture integration to prevent excessive technical display, developing dynamic narrative modules to strengthen cultural identification, and constructing personalized intelligent teaching systems to optimize learning pathways. This research provides quantitative evidence and a practical framework for the digital dissemination of architectural cultural heritage at the Wang Grand Courtyard in Jinzhong, Shanxi, while also offering theoretical support for technology-enabled pathways in historical education.

Justice and Care in Transition—Moral Atmosphere in a Chinese Rural School Across Generations

xhwang@126.com (Xianghua Wang) — Wed, 23 Sep 2026 10:04:48 +0000

School moral atmosphere refers to the norms and values shaped by interactions among teachers, students, and the school environment, influencing students’ moral development. This study examines its evolution in rural Chinese schools through moral memory. Based on interviews with individuals educated at S Elementary School—born in the 1970s, 1990s, and 2010s—we apply a bi-factor model emphasizing justice and care to trace generational changes in school moral norms and relationships. Findings reveal a shift from traditional values rooted in simplicity, community ethics, and teacher authority toward modern norms emphasizing individual rights and institutional structures. Earlier generations experienced stronger justice and emotional care, while recent students face challenges like weakened teacher-student bonds and utilitarian attitudes toward education. To rebuild moral atmosphere, schools should engage with students’ lived experiences, support teachers’ ethical development, and integrate formal and informal moral education. This study contributes to understanding how school moral climates adapt to social and institutional changes, emphasizing the need for a balanced environment rooted in both justice and care.