This research employed a research and development (R&D) methodology with three objectives: 1) to synthesize the Metaverse Learning Experience Management for Intelligent Collaborative MIAP (MLEM-ICMIAP) Process, 2) to develop the MLEM-ICMIAP Model, and 3) to evaluate the MLEM-ICMIAP Model. The research was conducted in three phases corresponding to the research objectives: Phase 1, synthesis of the MLEM-ICMIAP Process; Phase 2, development of the MLEM-ICMIAP Model; and Phase 3, evaluation of the MLEM-ICMIAP Model. The participants were experts in digital technology and instructional design with at least five years of experience, selected through purposive sampling. The research instrument was a questionnaire using a 5-point Likert scale. The results showed that the MLEM-ICMIAP Process integrated the four steps of the MIAP Learning Process with the four steps of the Collaborative Learning Process into four steps. The MLEM-ICMIAP Model comprised four components. The results of the evaluation in terms of overall appropriateness indicated a high level (M = 4.37, SD = 0.56), while appropriateness by component and applicability indicated very high levels (M = 4.58, SD = 0.64 and M = 4.50, SD = 0.58, respectively). These results were consistent with the research hypothesis.
This study aimed to (a) identify the structural components and developmental guidelines for a competency reinforcement program designed to prepare student teachers for the pedagogy practicum in the digital age, and (b) construct the program and verify its propriety and feasibility. A two-phase developmental research design was adopted. Phase 1 gathered qualitative evidence through semi-structured interviews with five key informants and a focus-group discussion with nine specialists in digital-age teacher preparation, educational psychology, and assessment; all instruments yielded Index of Item-Objective Congruence (IOC) values between 0.80 and 1.00. The data were analyzed using qualitative content analysis with investigator triangulation. Phase 2 comprised program construction and quality appraisal by the same nine specialists using a standardized evaluation form. The interview and focus-group findings converged on three competency domains consistent with the Teachers’ Council of Thailand Regulation on Professional Standards (No. 4) B.E. 2562: professional knowledge and experience, operational performance, and professional conduct. A four-tactic framework was subsequently developed, comprising training, coaching, self-paced learning, and learning exchange. Expert appraisal confirmed that the program achieved the highest ratings for both propriety (M = 4.82, SD = 0.25) and feasibility (M = 4.88, SD = 0.14). The study contributes an empirically grounded, pre-validated structural model for digital-age teacher competency development.
In the context of post-industrial urban transformation and rapid digitalization, public cultural spaces are increasingly functioning as important environments for informal learning, cultural participation, and community engagement. This study examines the Chengdu Eastern Suburb Memory Art Parks Cluster in China as a case of industrial heritage regeneration and explores how public cultural participation contributes to informal learning and the reconstruction of cultural identity in the post-media era. Drawing upon theories of informal learning, experiential learning, cultural identity, and ecological thought, the study adopts a qualitative case study approach based on field observation, semi-structured interviews, document analysis, and visual documentation conducted between 2023 and 2025. The findings reveal that Eastern Suburb Memory has evolved beyond a conventional industrial heritage site into a multidimensional public learning environment integrating industrial memory, community arts participation, ecological awareness, and inclusive cultural engagement. Informal learning occurs through oral history activities, industrial heritage study tours, public cultural programs, ecological initiatives, volunteer participation, and community-based arts education, enabling visitors and local residents to engage actively with historical memory, social interaction, and cultural identity through experiential and participatory learning processes. The study further demonstrates that inclusive arts programs and community cultural activities contribute to emotional well-being, social cohesion, and intergenerational communication, providing meaningful alternatives to the social fragmentation increasingly associated with algorithm-driven digital environments. This study argues that regenerated industrial heritage spaces possess significant educational potential beyond formal institutional settings and suggests that Eastern Suburb Memory represents an important example of how public cultural spaces can foster informal learning, cultural continuity, community belonging, and sustainable urban cultural development in the post-media era.
The objectives of this research were to study the conceptual framework, design, and investigate the effects of implementing a Smart Science Learning Environment Integrated with Knowledge Linking and Generative AI to Enhance Digital Innovation Skills. The research was conducted in three phases. The sample consisted of 30 Grade 11 SMTE (Science, Mathematics, Technology, and Environment) students at Patumrachwongsa School. The research instruments included conceptual framework and learning process evaluation forms, a digital innovation rubric, and a learning activity satisfaction questionnaire. The results revealed that the developed learning environment comprises 5 inputs, driven by 5 mechanisms, yielding 3 primary outcomes. Experts rated the appropriateness of the conceptual framework at a high level (M=4.32, S.D.=0.61) and the 6-step learning process at the highest level (M=4.53, S.D.=0.55). Regarding implementation, the students’ digital innovation design skills were rated as relatively good individually (68.83%) and good collectively as groups (78.50%). Notable strengths were observed in problem identification, STEAM integration, and creativity, whereas AI utilization and visual innovation quality required further development. Furthermore, student satisfaction with the learning activities was at the highest level (M=4.74, S.D.=0.49). The findings suggest that this smart environment may support students’ digital innovation skills and may inform future AI-integrated science education.
This study aimed to develop and validate the “SCSCE Model” (Sala Noi Model), an interdisciplinary local learning management framework using Lanna traditional crafts to foster community innovators. Employing a mixed-methods Research and Development (R&D) design, the model was implemented over 12 weeks in two Thai schools representing diverse sociocultural contexts (n = 100). Ethical approval was obtained from the Institutional Review Board (COA No. 513/2024). Results indicated that the SCSCE Model achieved high expert validation (x̄ = 4.16). Post-implementation, students demonstrated statistically significant learning gains in community innovator capacity (paired-samples t-tests, all p < .001, with large effect sizes), reaching the “Excellent” level at Ban Hua Rin School (92.7%) and the “Very Good” level at San Kamphaeng School (81.7%). A key emergent qualitative finding was “Reciprocal Learning,” characterized by bidirectional knowledge exchange between students and community elders, associated with the formation of a community-based learning ecosystem. The findings suggest that local wisdom can serve as a promising vehicle for interdisciplinary competency development. Given the one-group pretest–posttest design in two purposively selected schools, the results are interpreted as promising evidence of the model’s potential rather than definitive proof of effectiveness, providing a basis for further research on integrating ICH into school curricula.
