A research and development (R&D) design employing a one-group pretest–posttest mixed-methods approach was utilized. Participants were 20 first- and second-year ethnic undergraduate students at Chiang Mai Rajabhat University, Thailand, selected through purposive volunteer sampling. The intervention consisted of a structured 18-hour learning process grounded in three integrated theoretical frameworks: Empowerment Theory, Contemplative Education, and Resilience Theory. Quantitative data were collected using an ethnic student adjustment scale adapted from the Student Adaptation to College Questionnaire. Qualitative data were obtained through participant observation, reflective journals, and in-depth semi-structured interviews.

Quantitative findings indicated a statistically significant increase in students’ overall adjustment scores following participation in the program (pretest M = 2.77, posttest M = 3.03, t = 4.01, p < .05), suggesting a positive developmental trend. Qualitative analysis further revealed meaningful transformations across emotional regulation, social connectedness, and academic agency. Participants reported enhanced self-awareness, reduced feelings of isolation, improved cross-cultural communication skills, and clearer academic goal-setting.

This study is positioned as a pilot developmental investigation intended to examine feasibility, process validity, and preliminary outcomes rather than to establish causal effects. Although limited by the absence of a control group and a small sample size, the findings provide preliminary evidence supporting the potential of an integrated empowerment–contemplative–resilience-based intervention to foster adjustment among ethnic students. The findings offer practical implications for student support practices in higher education institutions serving culturally diverse and marginalized populations, highlighting the feasibility and educational relevance of the developed adjustment enhancement process.

This study contributes a unified systems-level reference that connects sequential learner knowledge tracking, explainable recommendations, and pathway design within a single architecture, extending prior research that has often treated these components separately. However, the study is limited to conceptual validation. In future studies, researchers should implement a prototype and conduct empirical evaluation with students to assess learning impact, engagement, usability, and recommendation reliability.

Data were collected through document analysis, in-depth interviews with key informants, focus group discussions, participant and non-participant observation, and subsequently evaluated through content analysis. The findings reveal that effective community health development depends on several interconnected conditions: the leadership capacities of community actors to facilitate collective learning; the exchange of formal knowledge and culturally embedded local wisdom; the formation of mutual agreements grounded in cultural reconciliation and an ethos of mutual understanding that promotes trust and non-discrimination; the integration of lifelong learning processes that foster continuous learning, critical reflection, and adaptive problem-solving; and the strengthening of reciprocal social capital through multi-sectoral partnerships.

These conditions establish community engagement as a dynamic learning process that enhances sustained commitment, fosters inclusive learning environments, and contributes to long-term community health and social equity.

This study aims to identify essential human resource competencies for undergraduate students by drawing on the perspectives of experienced HR professionals. Using a qualitative research design, in-depth interviews were conducted with 20 HR practitioners from public, private, and industrial sectors. The data were analyzed through thematic analysis to examine HR role transformation and to synthesize core competency domains relevant to organizational effectiveness. The findings reveal a clear transformation of HR roles from administrative support to strategic partnership and identify nine essential human resource competency domains. These competencies reflect pre-professional or entry-level expectations and were derived by referencing professional HR competencies and refining their indicators to suit individuals with limited or no work experience.

This study contributes to the HRM and HRD literature by offering a practitioner-grounded competency framework that bridges professional practice and undergraduate education. The findings provide practical implications for competency-based curriculum design and assessment, supporting the preparation of HR graduates for contemporary organizational contexts.

This study proposes the AI-based Early Warning and Dropout Surveillance (AI-EWDS) framework, a novel intelligent architecture engineered to improve predictive transparency and contextual adaptability.

The primary technical contribution of this study is the integration of an automated AI agent architecture with Explainable Artificial Intelligence (XAI), utilizing SHAP and feature importance techniques to demystify the decision-making process and make AI reasoning fully interpretable to teachers.

Additionally, the framework employs a Human-in-the-Loop (HITL) mechanism, establishing a continuous feedback loop to refine the model’s learning process and align it with specific local school contexts.

Evaluation results indicate high system suitability, with an average overall score of 4.73 out of 5.00 in the Learning Quality and Adaptive Intelligence dimensions and 4.74 specifically in the Learning Quality dimension.

The analysis yielded two key findings. First, a synthesis of existing literature conceptualized secondary school teacher digital competence into four primary dimensions—Digital Technology Knowledge, Digital Technology Application, Digital Content Creation, and Digital Technology Problem Solving—encompassing twelve specific indicators. Second, the hypothesized model demonstrated a high degree of congruence with the empirical data. The goodness-of-fit indices (x^{^2}/df = 31.187, df = 35, p = 0.653, GFI = 0.978, CFI = 1.000, RMSEA = 0.000) confirm the model’s robustness, validating the instrument’s efficacy for assessing digital competence within this educational context.

The research results found that: 1) Before the experiment, the students’ knowledge and understanding had a mean of 17.59 and after the experiment, the students’ knowledge and understanding had a mean of 25.21. The t-test value of using active learning management was significantly higher at the .01 level. 2) The students were able to design English activities for early childhood. It was found that the students were able to design English activities for early childhood at the highest level, with a mean of 4.29. 3) The students’ satisfaction with the development of English activities for early childhood using active learning management were satisfied at the highest level, with a mean of 4.76. However, Active learning is a method of learning though experience, learning by doing. The learner remains engaged with a collaborative learning, become more critical and dynamic global environment that keeps them interested.

The findings showed that PNImodified values ranged from 0.89 to 1.53, with the top priority being increasing administrators’ and teachers’ awareness of using evaluation data in policy decisions. The model included five components: (1) principles, (2) objectives, (3) operational processes, (4) evaluation of how the model is implemented, and (5) expected outcomes. Expert review indicated that the model had a high level of appropriateness (̄x = 4.42) and a very high level of feasibility (̄x = 4.83).

The findings revealed that the leadership development model for basic education school administrators in the digital era comprises six core components. These include: (1) Principles of the model, which cover digital technology–based learning management, self-development toward lifelong learning, digital networking, human resource capacity building, and supervision, monitoring, and evaluation; (2) objectives aimed at improving leadership competencies, skills, and behaviors in the digital age, encouraging the application of knowledge and skills to actual administrative practices, and providing guidelines for staff development, learner quality enhancement, and school progress in digital learning management; (3) content domains, viewed as two interconnected dimensions. The first includes the essential parts of the development model: Digital Innovation Learning, Visionary Leadership in the Digital Era, Digital Innovation–Driven Management, Digital Communication and Professional Networking, and Digital Competencies and Lifelong Learning. The second dimension relates to the development methods used to implement these components, such as professional development workshops, self-directed and reflective learning, collaborative knowledge sharing, and best-practice study visits; (4) development procedures consisting of five stages: needs analysis and pre-development assessment, planning digital technology–based learning activities, preparing digital infrastructure, executing leadership development in the digital age, and evaluating training and development; (5) model assessment techniques, which include pre-implementation, implementation phase, follow-up, post-development change, and satisfaction evaluations; and (6) success factors, highlighting administrators’ continuous learning and self-improvement, a digital vision with practical strategies and plans, and systems thinking skills.

The model’s implementation results revealed that participants’ average scores after implementation were significantly higher than before, indicating positive progress in leadership development in the digital age. Additionally, participants expressed the highest level of satisfaction with the model. Expert evaluations also indicated that the model demonstrated the highest levels of suitability, practicality, and usefulness across all areas.

The findings revealed that: (1) the model consisted of five major components and twenty sub-components, all of which met the established criteria of appropriateness. The developed teacher empowerment model was grounded in the concepts of participatory management and decentralization, aiming to enhance teachers’ capacity to drive educational quality effectively. The results of the structural equation model analysis indicated that delegation of authority was the most influential component, followed by motivation enhancement, leadership development, the creation of a supportive climate, and teamwork. The implementation process of the model was driven by the PDCA quality cycle through five stages: (1) preparation and shared understanding, (2) system establishment, (3) development, (4) monitoring, and (5) evaluation and dissemination. The key conditions for success were administrators’ trust and a clear support system. These factors contributed to increased teacher organizational commitment, strengthened academic leadership, and the creation of innovative Active Learning instructional practices, which directly enhanced students’ academic achievement and desirable characteristics, leading to the sustainable success of schools. The evaluation results showed that the developed model demonstrated the highest levels of appropriateness, feasibility, and usefulness.