This research aim to contribute to fostering Scientific Literacy among 5th-grade students in an elementary school located in a municipality in the state of Rio Grande do Sul, Brazil. To this end, a didactic proposal was developed based on the theme of water, the hydrological cycle, and the contamination of rivers by pesticides, structured around the three Foundational Axes of Scientific Literacy. Additionally, Scientific Literacy Indicators were employed as a means of identifying evidence (or lack thereof) regarding the development of relevant skills. The study sought to answer the following research question: How does the proposed didactic intervention contribute to fostering Scientific Literacy? Data collection included the application of individual questionnaires, the construction of collective concept maps, and students’ spoken contributions obtained through audio recordings of the lessons. Data analysis involved identifying Scientific Literacy Indicators across the various data collection instruments. This analysis revealed the presence of the following Scientific Literacy Indicators: Group 1 – related to issues involving information: sequencing, organizing, and classifying information; Group 2 – related to reasoning skills: logical reasoning; Group 3 – related to the search for relationships: hypothesis generation, hypothesis testing, justification, prediction, and explanation.
This study investigates the effects of an autonomy-supportive classroom climate on children’s intrinsic motivation and metacognition. In particular, the study focuses on struggling children in regular classrooms. A total of 437 Japanese elementary school children completed a questionnaire survey. A series of general linear model analyses showed that children’s perceived autonomy-supportive classroom climates were positively related to intrinsic motivation and metacognition. However, the effect of an autonomy-supportive classroom climate was stronger for non-struggling children than for struggling children, although positive effects were observed in both groups. This suggests that an autonomy-supportive classroom climate may also support with mild learning difficulties enrolled in regular classrooms.
This study aimed to develop a well-being scale specifically optimized for adolescents across Japanese junior high schools and universities. While promoting multidimensional well-being—encompassing happiness and health—is an educational policy priority, validated scales applicable across different developmental stages remain scarce. Utilizing the 72 items from the “Well-being Circle” (Happitech Inc., n.d.; Maeno & Ota, 2023), this study sought to develop an assessment tool optimized for diverse educational settings. Exploratory and confirmatory factor analyses yielded a 28-item instrument, the G-STEP Well-being Scale, comprising five factors: Growth, Socioeconomic Security, Trust, Euphoria, and Positivity. The structural validity and reliability of this model are empirically supported, highlighting the interaction between internal psychological mindset and external environmental infrastructure. In particular, the scale is envisioned to capture how experiential learning—such as collaborative hands-on activities in home economics (e.g., cooking and textile crafting)—fosters not only practical knowledge and skills but also a profound sense of shared achievement, resilience, and personal growth through interpersonal engagement. By incorporating data from both secondary and higher education contexts, the G-STEP scale demonstrates high versatility, providing a robust instrument for enhancing educational assessment and quantitatively evaluating the psychosocial impact of the learning process itself. Although limited by the omission of high school students from the sample, this study provides a new foundation for integrating well-being into the design and philosophy of modern education.
Deep learning is a central goal in vocational computer education because students need to move beyond procedural software operation toward understanding, transfer, and problem solving in practical contexts. This study reports the development and classroom implementation of an ICAP-based teaching design for a vocational Computer Application Fundamentals course. Focusing on the Excel data-processing module, the design organized learning activities around the four engagement modes of the Interactive-Constructive-Active-Passive framework. A six-week implementation guided 58 students from observation and guided operation to independent report construction, peer review, collaborative revision, and reflection. Classroom data included pre- and post-tests, a transfer task, weekly ICAP-coded observation records, student work rubric scores, peer feedback checklists, reflection worksheets, and a short deep learning self-report. The classroom evidence showed an increase from pre-test to post-test scores, acceptable quality in final Excel reports, and a gradual shift from passive and active engagement toward constructive and interactive engagement. Because the study used one intact class without a comparison group, the findings are interpreted as classroom implementation evidence rather than definitive causal evidence. The study offers a practical instructional model for integrating digital skill development and deeper cognitive engagement in vocational education.
This study investigates the pivotal role of real-world experiential learning in cultivating leadership competencies among university students within the context of entrepreneurship education. As higher education institutions increasingly endeavor to equip students for complex, highly dynamic professional landscapes, there is an escalating imperative to integrate pedagogical strategies that foster practical skill acquisition alongside foundational theoretical knowledge. A convergent mixed-methods research design was deployed for this investigation. Quantitative data were amassed from 51 undergraduate students utilizing a structured questionnaire, while qualitative insights were derived from semi-structured interviews designed to deeply explore the students’ educational experiences. The quantitative findings revealed a pronounced developmental gap; although the current self-reported level of leadership competencies was high (M = 3.89), the desired level was higher (M = 4.46). A subsequent gap analysis determined that visionary thinking exhibited the most substantial deficit (0.686), followed by communication skills (0.569) and innovation and creativity (0.438). These outcomes were corroborated by the Priority Needs Index (PNI), which designated visionary thinking (PNI = 0.19) as the most critical area for targeted development. Furthermore, qualitative analyses elucidated that authentic, real-world experiential learning activities—specifically project-based initiatives, business simulations, and formal presentations—are instrumental in augmenting leadership competencies by stimulating active engagement, strategic decision-making, and the tangible application of knowledge. The study ultimately concludes that real-world experiential learning serves as a highly efficacious pedagogical framework for developing higher-order leadership skills in entrepreneurship curricula. These insights offer actionable implications for educators and curriculum developers striving to bridge the persistent divide between academic environments and authentic professional demands.
The research successfully developed an immersive microlearning platform focusing on Napier grass fuel pellet production. The content was structured into two primary modules encompassing 14 sub-topics with a total duration of 26.29 minutes. By integrating Augmented Reality for interactive theoretical engagement and 360o Virtual Reality for authentic industrial exploration, the media achieved an efficiency index (E1/E2) of 83.93/90.31, significantly surpassing the 75/75 standard criteria at the p < 0.01 confidence level. Furthermore, user satisfaction was rated at high level (M = 4.45), particularly in the dimension of learning experience, confirming that the dual-technology approach effectively simplified complex industrial workflows and enhanced overall learner engagement.
The growing demand for data expertise has heightened the need to understand and address persistent gender disparities in statistics and data science. A primary area of concern regarding these gender disparities centers on differences in self-efficacy among graduate students. This study investigates the psychological mechanisms underlying these disparities by testing a Hayes’ conditional process model grounded in Social Cognitive Theory. A sample of 299 master’s students from statistics and data science programs completed measures assessing gendered perceptions, domain identification, grade point average (GPA), and self-efficacy in statistics. Results revealed a gender gap in self-efficacy, with women reporting overall lower self-efficacy than men. However, our findings showed a significant indirect path from gender to self-efficacy through gendered perceptions, suggesting that women who are less likely to perceive statistics as a masculine domain show increased self-efficacy. Furthermore, domain identification was a strong positive predictor of self-efficacy, while GPA was a surprising negative predictor. This research provides novel insights into the motivational dynamics at the graduate level and suggests that supporting views of statistics and data science as gender inclusive and increasing domain identification can have a positive effect on self-efficacy.
This study aimed to develop and evaluate a teaching model integrating Minzu music with interactive electronic music in higher education. A qualitative research and development (R&D) approach was employed, including a literature review, structured interviews, classroom implementation, and expert evaluation. The research was conducted at the School of Art and Design, Xiangsihu College of Guangxi University for Nationalities, with 15 undergraduate students and 10 experts in interactive art and electronic music education participating in the study. The research instruments included structured interview forms, teaching implementation plans, and expert evaluation forms. The data collected were analyzed using descriptive and content analysis. The findings indicate that the proposed teaching model, developed based on instructional design principles such as ADDIE, provides a structured framework that integrates cultural analysis, technological application, creative practice, and evaluation within an eight-week instructional program. The results show that the implementation of the model supported the development of students’ creative thinking, technical competence, and cultural understanding, as reflected in their ability to transform Minzu musical elements into interactive digital systems. In addition, expert evaluations confirmed the clarity, applicability, and pedagogical value of the model for interdisciplinary music education. Overall, the findings suggest that the proposed model offers a feasible and effective approach for integrating traditional musical culture with interactive electronic technologies and contributes to the development of innovative teaching practices in higher education music and digital media programs.
This study aimed to (1) investigate the current conditions, desirable conditions, and priority needs of educational administration based on the Sufficiency Economy Philosophy, (2) develop administrative strategies for enhancing educational quality in schools under the Maha Sarakham Primary Educational Service Area Office 2, and (3) evaluate the developed strategies. The research was designed as a research and development study consisting of three phases: identifying strategic components, analyzing priority needs, and evaluating the developed strategies. The participants included 317 administrators, teachers, and educational personnel selected by stratified random sampling, as well as 5 key informants, 15 experts in an expert seminar, and 14 experts for strategy evaluation selected by purposive sampling. The research instruments included a semi-structured interview form, a questionnaire, an expert seminar discussion guide, and a strategy evaluation form. The data were analyzed using frequency, percentage, mean, standard deviation, the Modified Priority Needs Index (PNImodified), SWOT analysis, and content analysis. The findings indicated that strategic leadership and personnel development were the highest priority needs, and the developed administrative strategies were evaluated at the highest level of appropriateness and feasibility. The study contributes a strategic framework for enhancing educational administration based on the Sufficiency Economy Philosophy to support sustainable educational quality development.
There has been a heated discussion relating to the use of ICT in senior high schools. It is often argued that young people misuse ICT tools, particularly in their learning. This study examines the perceptions of senior high school students of ethical values, responsible behaviour and academic integrity in their use of ICT tools. Grounded on the Mike Ribble’s (2007) Digital Citizenship Framework, the study employed a mixed methods sequential explanatory research design, using a structured questionnaire to collect data from 390 students and interview data from 9 students. The stratified random sampling technique was used in selecting respondents to answer the questionnaire for the survey and a purposive sampling method was used to select participants for the interview. Analysis using mean, standard deviation, independent samples t-tests and thematic analysis was done. The findings reveal that students generally exhibit positive perceptions of ethical ICT use, particularly in areas such as accurate digital content creation, respectful online behaviour, and responsible digital communication. However, gaps were identified in their understanding of personal privacy and the implications of digital footprints. The findings indicated no statistically significant differences in perceptions between male and female students, with both groups demonstrating similar levels of awareness regarding ethical ICT practices. These findings underscore the importance of enhancing ICT ethics education, with a particular emphasis on privacy awareness and digital footprint management. The study recommends that teachers in Senior High Schools implement educational programmes that specifically address ethical ICT use. Additionally, teachers and policymakers should leverage the equitable baseline understanding of ethical ICT use among male and female students to implement universal ICT ethics programmes. These programmes should focus on fostering peer-to-peer mentoring and inclusive discussions that reinforce ethical digital practices without the need for gender-specific adaptations.
In the context of globalization, traditional embodied cultural practices are increasingly reshaped by institutional, social, and media environments, raising questions about their contemporary educational value; however, existing studies on martial arts have tended to focus on standardization or hybridity while overlooking their pedagogical functions in urban contexts. This study aims to examine the educational value of Shanghai jian shu (Chinese swordsmanship), particularly in relation to cultural identity formation and aesthetic learning. Adopting a qualitative, multi-sited research design, the study draws on six months of fieldwork in Shanghai, including 24 semi-structured interviews, approximately 120 hours of participant observation, and analysis of 52 short-form video clips. The findings indicate that the transformation of jian shu is best understood as a process of structural reconstruction rather than cultural loss or preservation: transmission shifts toward institutional and media-driven forms, identity becomes multi-field and situational, and aesthetic learning is reoriented from embodied experience toward visibility-centered evaluation. From an educational perspective, the study identifies three interrelated dimensions of value—embodied learning, identity learning, and aesthetic learning—demonstrating that jian shu functions as a dynamic pedagogical practice through which learners engage tradition and develop cultural and perceptual competencies. These findings contribute to globalization and cultural education research by highlighting the importance of analyzing how the conditions of practice are reorganized, offering a more integrated framework for understanding the continuing relevance of traditional embodied practices in contemporary society.
This study addresses the critical gap in educational administration research by developing an integrated, knowledge-based competency development model for future educational administrators. Despite the growing emphasis on competency-based leadership, existing studies remain fragmented and lack systematic integration between knowledge synthesis, competency identification, and development processes. This study aimed to (1) synthesize knowledge on the competencies of future educational administrators, (2) develop a comprehensive competency development model, (3) validate the model, and (4) propose policy recommendations for educational administration in changing contexts. A mixed-methods research design was employed in three phases. Phase 1 involved systematic knowledge synthesis from relevant theories and empirical studies. Phase 2 focused on model development through in-depth interviews with 35 experts and validation via a focus group of nine specialists. Phase 3 evaluated the model’s appropriateness and feasibility using data from 328 educational administrators. The findings revealed seven core competency dimensions: visionary and digital leadership, adaptability and change management, networking and collaboration, strategic leadership for learner achievement, self and team development, communication and socio-cultural competence, and ethics and professional integrity. The proposed model consists of six integrated components: principles, objectives, content and strategies, implementation processes, evaluation methods, and success conditions, forming a systematic and continuous competency development framework. The evaluation results indicated a high level of appropriateness and feasibility across all components. This study contributes to the field by proposing a novel integrated model that links knowledge synthesis with competency development processes, providing both theoretical advancement and practical guidance for preparing future educational administrators in dynamic and complex educational environments.
In aging societies, older adults often volunteer, but little is known about how they become community learning facilitators. This article examines this process in Nonthaburi Municipality, Thailand, using participatory action research (PAR) over three cycles. The wider project included 110 participants from three age groups across five subdistricts; this article focuses on the developmental paths of older adults in community-based and public learning activities. Data were collected through semi-structured interviews, focus groups, field notes, and participant reflections during the PAR process. The findings show that older adult facilitators did not emerge solely from formal training. Instead, they developed through a four-stage participatory becoming framework. First, participants entered as tentative helpers or attendees, often uncertain of their capacity to lead or teach others. Next, through repeated involvement in dialogue, intergenerational collaboration, situated action, and collective reflection, they began to reinterpret their abilities, gain confidence through small successes, and adopt more active roles in organizing, teaching, and initiating learning activities in their communities. Facilitative roles became most visible in the fourth stage, when older adults moved beyond participation to become hosts, volunteer teachers, co-organizers, and initiators of local learning spaces. However, not all participants progressed through these stages in the same way or at the same pace; some remained more tentative. This suggests that role development depended on sustained participation, relational support, and opportunities for public enactment. This article argues that the development of older adult learning facilitators is better understood as a participatory process of becoming than as an outcome of training transfer. Empirically, it provides a four-stage framework that explains how facilitative roles emerged across PAR cycles in an aging urban community. Practically, it suggests that community learning initiatives should invest less in one-off instruction and more in dialogic, field-based, and intergenerational processes through which facilitative capacity can be enacted and recognized in real settings.
This study explores the learning process of death preparation among young adults, aligning with the United Nations Sustainable Development Goals (SDGs), specifically Goal 3 (Good Health and Well-Being) for enhancing mental and emotional health and Goal 4 (Quality Education) for integrating life skills into curricula. The objectives were to examine death preparation among young adults and identify influencing factors using a qualitative case study approach, the research involved a literature review, in-depth interviews, and focus-group with 12 participants. Findings revealed two learning profiles, those with direct experience of losing a loved one and those without, progressing through four non-linear, spiraling stages: encountering distress, reflective contemplation, solution-seeking, and transformation, in a non-linear spiral. Key factors included virtuous companionship, death perspectives, media exposure, and socioeconomic status. The study recommends that governmental and non-profit organizations develop targeted media platforms to disseminate reliable knowledge, enabling individuals to practice death preparation aligned with personal beliefs.
This article aimed to 1) investigate the learning management conditions of teachers in quality schools under the “One District One Quality School” policy of the Roi Et Primary Educational Service Area Office 2; 2) develop a supervision process to enhance teachers’ active learning management; and 3) examine the outcomes of teachers’ active learning management using the SPIDRE supervision process. The target group consisted of 27 Grade 3 teachers from eight quality schools. The study was conducted in three phases. First, Study of the Conditions of Active Learning Management among Teachers in Quality Schools. Second, a supervision process was developed and synthesized into the SPIDRE model, which consists of six steps. An educational supervision development plan was also developed and evaluated by three experts with IOC (0.67–1.00), indicating high content validity and overall appropriateness. Third, the implementation outcomes were examined through a one-day workshop on active learning for teachers, followed by supervision during the first semester of the 2024 academic year using Coaching and Mentoring techniques in conjunction with Professional Learning Communities (PLC). The findings revealed that teachers’ knowledge and understanding of active learning after the training were significantly higher than before the training at the .05 level. Teachers were able to design and implement a variety of active learning activities using learner-centered approaches such as GPAS 5 Step, Problem-Based Learning (PBL), and experiential learning. The quality of teachers’ lesson plans was rated at a good level, and teachers’ overall ability to manage active learning was at a high level. Regarding student outcomes, students demonstrated active participation in learning activities, positive learning attitudes, self-directed learning skills, and desirable characteristics at a good level. Overall student quality was rated at a high level. In conclusion, the SPIDRE supervision process effectively enhances teachers’ capacity to implement active learning and improves students’ learning quality.
Executive function (EF) development remains a significant challenge in early childhood settings, as instructional practices often prioritize content acquisition over the systematic cultivation of cognitive and self-regulatory processes necessary for effective learning. Moreover, existing approaches rarely provide a structured instructional framework for embedding EF development within everyday classroom practices, particularly in early childhood contexts. This study aimed to develop and validate a Constructivist Learning Environment (CLE) Model to enhance EFs among kindergarten learners. Grounded in cognitive constructivism, social constructivism, and information processing theory, the model structures learning through problem-based tasks, collaborative activities, scaffolding, and coaching to support working memory, inhibitory control, cognitive flexibility, emotional control, and planning and organizing. A design and development research approach was employed in two phases: Phase 1 involved model design and expert evaluation to establish validity, theoretical coherence, and instructional quality, while Phase 2 examined its implementation with 40 kindergarten learners in a Thai elementary school. Data were collected through expert evaluation forms, EF performance tasks, and pre- and post-achievement tests. The findings revealed significant improvements in learners’ mean EF scores from pre-test (M = 45.88) to post-test (M = 61.88) and in academic achievement from pre-test (M = 7.40) to post-test (M = 11.35), with statistically significant differences observed (p < .05). A strong positive relationship between EF and achievement was observed (R² = 0.826), with working memory demonstrating the strongest association with academic achievement among the EF components, indicating the critical role of executive processes in learning. These results demonstrate that the CLE Model provides an empirically grounded framework for embedding EF development within authentic early childhood classroom contexts.
Curriculum administration aimed at enhancing life skills is crucial for developing mental resilience, enabling students to adapt, face challenges, solve daily problems creatively, and live happily in society. This study aims to develop the curriculum administration model to enhance primary school students’ life skills in Thai Basic Education. Data collection is divided into 3 steps: 1) the study and analysis of the current and desired state of curriculum administration, based on a survey using questionnaires with 99 samples; 2) the development of a curriculum administration model, informed by document analysis and knowledge sharing with 9 schools’ best practices; and 3) the evaluation of the model’s suitability, using an assessment questionnaire with 9 experts. The study revealed that the current and desired state of curriculum administration is to enhance students’ life skills at the highest level, prioritizing essential needs, with critical thinking, decision-making, and creative problem-solving, and emotion and stress management, as the most important. The curriculum administration model to enhance primary school students’ life skills includes key factors of principles and objectives, collaborative networking, curriculum management factors, life skills enhancement activities, process management, the PDCA cycle, supervision, monitoring, and evaluation. Meanwhile, the model’s suitability is assessed at the highest levels, including feasibility and usefulness. This model will serve as a curriculum management guideline for educational institutions and collaborative networks to effectively promote life skills among primary school students.
This study analyzes the Lhong 1919 Mazu Temple in Bangkok, which is a place-based cultural learning environment in an urban heritage context. The article shifts focus from viewing heritage sites solely through lenses of preservation, tourism, or religious value, highlighting instead their potential as informal learning spaces where individuals engage with history, culture, and a sense of belonging. The study adopts a qualitative case study methodology, utilizing on-site observations, documentary sources, visual data, and scholarly research to examine the ways in which the Lhong 1919 Mazu Temple fosters cultural learning, enhances place identity, and promotes social integration within a diverse urban environment. The findings indicate that the educational value of the site is attributed to four interconnected processes: it facilitates historical learning by coexisting material heritage and living sacred practice; it cultivates place identity through repeated symbolic and spatial interactions; it supports intercultural understanding by translating culturally specific religious heritage into public accessible forms, while preserving its distinctiveness; and it contributes to social integration by offering recurring opportunities for shared participation, which can be weak in social ties, and community-oriented public benefit. This study enhances educational research by broadening the scope of discussions on place-based and informal learning, shifting the focus from formal educational settings to urban religious heritage sites. The Lhong 1919 Mazu Temple should be recognized not merely as a religious site or heritage landmark, but as a dynamic cultural learning space that continually fosters cultural memory, a sense of urban belonging, and social connections.
Despite its centrality to deductive reasoning, hierarchical inclusion remains one of the most persistently misunderstood foundations of school geometry. This study examined preservice mathematics teachers’ understanding of quadrilateral properties and their hierarchical relationships, drawing on Van Hiele’s theory of geometric thinking and Shulman’s pedagogical content knowledge framework. An explanatory mixed-methods design was employed in which 190 undergraduates completed a structured test, and 20 participated in focus group discussions. The results revealed that participants’ geometric reasoning was largely confined to the lower Van Hiele levels. Focus group responses indicated reasoning characteristic of Level 0 (Visualisation) and Level 1 (Analysis), with participants reducing definitions of quadrilaterals to side count and demonstrating little awareness of inclusion relationships. The findings also revealed that while some participants could identify isolated properties of shapes such as squares and rectangles, their explanations were frequently incomplete, contradictory, and grounded in prototypical visual features rather than necessary and sufficient conditions. Taken together, the findings highlight structural fragility in preservice teachers’ geometric knowledge and emphasise the need for hierarchy-focused, deductive reasoning in teacher education programmes.
In this study, we aimed to (a) examine the current and desirable states and identify priority needs for developing collective leadership among secondary school administrators, (b) develop a program to strengthen collective leadership, and (c) examine the effects of implementing the program. We employed a research-and-development design in three phases. In Phase 1, we collected data from 380 secondary school administrators and teachers in northeastern Thailand using a 5-point rating scale questionnaire. We used the mean, standard deviation, and modified Priority Needs Index for data analysis. In Phase 2, we developed the program through document analysis, interviews with five exemplary administrators, and expert evaluation. In Phase 3, we implemented the program with 20 volunteer secondary school administrators. We collected data using a 30-item knowledge test and a collective leadership evaluation form and analysed them using a paired-samples t test. The findings indicate that the current state of collective leadership was high, whereas the desirable state was at the highest level. Priority needs, ranked from highest to lowest, were collaborative change creation, network building, collaboration building, shared vision setting, achievement orientation, and strong team building. The developed program comprised rationale, objectives, six learning modules, development methods and activities, and measurement and evaluation. After implementation, participants’ knowledge and collective leadership scores were significantly higher than before the program at the .01 level.
