Artificial intelligence (AI) is reshaping business and management higher education, yet the field remains dispersed across educational, managerial, and technological conversations. This study maps that literature through a reproducible bibliometric review of Dimensions.ai records published from 2017 to 2025. The search and final export were completed on August 22, 2026. PRISMA 2020-guided screening retained 352 English-language open-access articles, chapters, and monographs. Descriptive indicators were combined with VOSviewer 1.6.20 analyses of co-authorship, contributor citations, cited-author co-citation, and title-and-abstract term co-occurrence. Annual output increased from 1 publication in 2017 to 191 in the complete 2025 publication year. Citation impact was concentrated in a small number of recent studies, while the co-authorship network remained fragmented into several small groups. Country results placed the United Kingdom first among records with affiliation metadata, although country information was missing for 182 of 352 records. After removing metadata artifacts, the most frequent title-and-abstract terms included intelligence, ChatGPT, business, opportunity, assessment, and engagement. The study contributes a transparent, multi-layer map of an emerging field and identifies priorities for curriculum design, assessment, responsible AI governance, and stronger cross-institutional collaboration.
The Professional Teacher of Rajabhat University (PTRU) Model provides a competency-oriented framework for teacher preparation at Rajabhat Universities in Thailand. Using a convergent mixed-methods design, this study examined teaching performance, teaching self-efficacy, and practicum experiences among 28 fourth-year pre-service English teachers during the second semester of their year-long school-based practicum within a PTRU-oriented teacher education program. Teaching performance was examined using practicum-based professional competency assessments covering Learning Management, Parent and Community Relations, and Teacher Duties and Professional Ethics, while teaching self-efficacy was measured using the Teachers’ Sense of Efficacy Scale (TSES). Semi-structured interviews were also conducted to explore participants’ teaching and professional experiences during practicum. Teaching performance scores were toward the upper end of the assessment scale and were higher across successive assessment periods, from 89.15% in the first period to 92.47% in the third. Teacher Duties and Professional Ethics showed the highest relative performance (94.12%), followed by Learning Management (91.45%) and Parent and Community Relations (89.88%). Teaching self-efficacy was also toward the upper end of the TSES scale (M = 7.54, SD = 0.38), with Classroom Management showing the highest mean. Interview findings reflected participants’ experiences of adapting teaching to classroom realities, feeling confident in some areas while remaining uncertain in others, responding to learners’ needs, and recognizing both the value and limitations of university preparation. The findings provide complementary perspectives on practicum outcomes by considering professionally evaluated performance, perceived teaching capability, and participants’ experiences of teaching within PTRU-oriented teacher preparation.
This study developed and evaluated interactive digital learning media that translate local flood evidence from Tha Than Subdistrict, Chachoengsao Province, Thailand, into flood risk education. A research and development design were used with two objectives: (1) to design and develop the media from local flood evidence and to evaluate their quality and efficiency (E₁/E₂), and (2) to compare flood knowledge before and after use of the media. Local evidence was drawn from field surveys at three monitoring points along Khlong Tha Lat, geospatial analysis, and historical flood records. The media comprised a flood watch map, a 7-minute 47-second animation, “Ru Thao Than Nam Thuam” (Flood-Wise), and a scenario-based water-level interpretation activity. Five experts evaluated the storyboard and the animation. Fifteen Grade 5-6 students took part in a pilot of the scenario-based activity, and a field trial of 35 participants (the same 15 students and 20 pre-service teacher trainees) completed a flood-knowledge pre-test and post-test and a media quality and satisfaction questionnaire. The villages were classified into three flood-risk levels—high (Villages 1, 2, and 5), moderate (Village 6), and low (Villages 3, 4, and 7) which corresponded to the floods recorded in 2018-2022. Experts rated the 12-scene storyboard and the animation at the highest level in every domain (Mean = 4.80-5.00), and all IOC values were 1.00. The scenario activity yielded a process efficiency of E₁ = 90.00 (N = 15), whereas the field-trial post-test yielded an outcome efficiency of E₂ = 90.00 (N = 35). Because the two values were obtained from different samples, they are reported as separate, sample-specific indicators, each of which exceeded the 80% criterion. Flood knowledge rose significantly from a pre-test mean of 10.53 to a post-test mean of 13.50 (out of 15), t(34) = 7.21, p < .01, Cohen’s d = 1.22. Participants rated the media’s quality and usability at the highest level overall (Mean = 4.58). The results support the content quality, usability, and short-term effect of the media on flood knowledge. Because a one-group pretest-posttest design was used and flood risk awareness and community preparedness were not measured with pre/post instruments, the findings should not be interpreted as evidence of improved community preparedness.
The convergence of artificial intelligence (AI) and lifelong learning has attracted growing educational, computational, and policy attention, yet its intellectual structure has not been mapped systematically. This study reports a scientometric analysis of the AI-lifelong learning literature indexed in Scopus and the Web of Science Core Collection between 2014 and 2024. Records retrieved from both databases (N = 347) were merged and duplicated in ScientoPy, yielding 259 unique documents. Research momentum was quantified with three time-normalized indicators, average growth rate (AGR), average documents per year (ADY), and percentage of documents published in the last years (PDLY), across six analytical dimensions. Output grew from one document in 2014 to 116 in 2024; across the five principal document types (n = 220), 70.5% of records appeared in 2023-2024. Conference papers (41.3%) and journal articles (38.2%) predominated, with articles expanding fastest (AGR = 21.5; PDLY = 71.7%). Education & Educational Research recorded the highest normalized momentum among subject categories (AGR = 7.0; PDLY = 89.5%). Lifelong learning (n = 57) and artificial intelligence (n = 53) anchored the keyword field, while ChatGPT and Higher Education emerged entirely within the final two years. The United States led in volume (n = 57), whereas India (n = 29; PDLY = 89.7%) showed the strongest recent acceleration. Triangulating these indicators suggests, as an interpretive inference rather than a network-based measurement, that the corpus comprises three largely separate epistemic communities sharing a label but not a research program, framing an agenda for integrative, ethically grounded scholarship.
As Thailand implements a nationwide competency-based curriculum, the prevalence of out-of-field science teachers in small schools presents a critical challenge to instructional quality. This exploratory study investigates the science competency profiles of 50 out-of-field teachers in Chaiyaphum Province, employing a post-training self-assessment framework to evaluate their self-perceived proficiency levels. Findings indicate an overall competency level in the high range (M = 4.02). A clear pattern emerged: participants demonstrated strong theoretical understanding, particularly in identifying scientific problems (M = 4.58), yet returned consistently lower ratings on practical pedagogical skills. The lowest ratings were recorded in conducting scientific experiments and in explaining the societal applicability of scientific knowledge (both M = 3.38), followed by evaluating methods of scientific investigation (M = 3.42) and designing activities to address student misconceptions (M = 3.44). These results highlight a persistent disconnect between theoretical knowledge and its classroom application. As a post-training snapshot without a baseline or comparison group, this study does not evaluate the effectiveness of any professional development program; rather, it documents the competency profile that remains and the areas where support may still be needed. Future support models should extend beyond content mastery to prioritize experiential, practice-based learning and the enhancement of teachers' self-efficacy in science education.
