Journal of Information and Learning [JIL]

Flexible Education in Thai Higher Education: A Learning System Design Framework for Lifelong Learning

Sarocha Sereenonchai — 2025-12-04

This article proposes a conceptual framework for designing a flexible learning system in Thai higher education, with the goal of promoting lifelong learning and accommodating learner diversity in an era of technological and societal change. The proposed framework comprises three key dimensions: 1) curriculum and content design, which includes time, content, and learning modes; 2) learner experience and agency, which encompasses place, learning technologies, and learner support systems; and 3) assessment and recognition of learning, covering assessment strategies, recognition of prior learning, and the implementation of a credit bank system. The framework is grounded in theoretical foundations, including andragogy, constructivism, self-directed learning, and learning design. Practical recommendations are also provided to guide institutional development, such as modular curriculum design, micro-credentials, and enhancing instructors’ capabilities to design personalized learning experiences.

Instructional Guidelines for Promoting Computational Thinking of Lower Secondary Students

Watcharaporn Puengpo — 2025-12-04

This study aimed to propose instructional guidelines for promoting computational thinking of lower secondary school students. The research was conducted in three phases: 1) investigating instructional guidelines through structured interviews with five experts and stakeholders, 2) synthesizing relevant instructional guidelines from 21 research studies using a structured research data extraction form; and 3) presenting a complete set of instructional guidelines validated through a focus group discussion involving five experts and stakeholders, using a standardized focus group protocol. Data from all three phases were analyzed using content analysis. The findings indicated five key areas for instructional guidelines: 1) Learning objectives should explicitly include key features of computational thinking components. 2) Contents should be contextualized, connected to real-life situations, and age-appropriate for students. 3) Learning management should emphasize student-centered and constructivist approaches through instructional methods that promote hands-on activities and the use of effective questioning techniques. 4) Learning media and resources should include both unplugged and plugged activities to achieve positive effects. 5) Measurement and evaluation should focus on competency-based assessment, emphasizing the evaluation of thinking processes rather than solely outcomes and utilizing scenario-based assessments that provide constructive feedback or suggestions to students.

The Application of Artificial Intelligence With Low-code and No-code Technologies for Enhancing the Job Position Proposal Process From Employers in Accordance With Cooperative and Work-Integrated Education Principles

Kamonwan Sangtong — 2025-12-04

This study aimed 1) to investigate the cooperative education process in the phase where employers propose job positions, and 2) to develop and evaluate the performance of a management system for this process by applying Artificial Intelligence (AI) in combination with low-code and no-code technologies. The findings revealed that, under the traditional approach, staff were required to manually handle documents and data, which was time-consuming and prone to delays and human errors. To address these issues, a management system was developed to facilitate the submission and management of job positions from employers. The proposed system features an automatic conversion of unstructured enterprise-submitted text into structured data, thereby reducing the administrative workload and accelerating the process. Evaluation results showed that the system reduced the time required to process each job position from approximately 15 minutes to a fully automated process requiring no staff involvement. In addition, users’ satisfaction with the system was rated at the highest level (M = 4.71), reflecting its effectiveness in improving convenience, speed, and enhancing collaboration between employers and higher education institutions.

Development of an Instructional Model Based on Realistic Mathematics Education With Theory of Cognitive Development Approach to Enhance Mathematical Literacy of Primary School Students

Sirirat Punchasupawong — 2025-12-04

This research aimed to 1) develop an instructional model that promotes mathematical literacy in primary school students, and 2) investigate the effectiveness of the developed instructional model. The sample group consisted of 6th-grade students from a demonstration school under the Ministry of Higher Education, Science, Research and Innovation (MHESI) in Bangkok. This research employed a quasi-experimental design using a one-group pretest-posttest approach. The research instrument was a constructed-response mathematical literacy test, and the collected data were analyzed using descriptive statistics and paired-samples t-tests. The first finding revealed that the developed instructional model comprising four steps: 1) understanding real-life problem situations, 2) devising approaches and planning solutions, 3) solving mathematical problems, and 4) concluding and interpreting answers. This model was designed in alignment with the concept of mathematics education emphasizing real-life applications and theories of cognitive development. Secondly, the students' posttest scores on mathematical literacy (M = 8.90, SD = 3.63) were significantly higher than those pretest scores (M = 4.93, SD = 4.30) at the .05 level (t = 13.70, p < .001), with a large effect size (Cohen's d = 2.50). These findings indicated that the developed instructional model is clearly effective in promoting mathematical literacy among primary school students, particularly in helping them apply mathematical knowledge to solve real-life problems more effectively, which fostered a concrete and meaningful understanding of mathematics in their lives. This led to learners’ to appreciation of the value and application of mathematics in daily life, whether for calculation, planning, data-driven decision making, or critical thinking in various situations in life.

A Study of Components and Levels of Nonviolent Communication Competency in a Diverse Society among Undergraduate Students in Higher Education Institutions in Pattani Province

Rudiyah Ha — 2025-12-04

This study employed a mixed-methods research design with the aim of: 1) investigating the core components and behavioral indicators of nonviolent communication competency among undergraduate students enrolled in higher education institutions in Pattani Province, and 2) analyzing the levels of nonviolent communication competency among these students. The research was conducted in two phases. Phase one focused on identifying competency components using semi-structured interviews with ten key informants. Data were analyzed using content analysis. Phase two assessed the current state of competency using a questionnaire administered to a sample of 380 undergraduate students selected through a multistage sampling process. Descriptive statistics were employed for data analysis. The findings revealed five main components: 1) deep listening (seven behavioral indicators), 2) neutral thinking and respect for human dignity (six behavioral indicators), 3) empathy and compassion (six behavioral indicators), 4) emotional intelligence in perception and management (seven behavioral indicators), and 5) compromise and relationship maintenance (seven behavioral indicators). Overall, the level of nonviolent communication competency was relatively high across all the components. Among them, deep listening exhibited the lowest mean score (M = 2.95, SD = 0.68), while compromise and relationship maintenance recorded the highest mean score (M = 3.13, SD = 0.62). The results of this study provide a set of competency components and behavioral indicators aligned with the sociocultural context of the southern border provinces of Thailand. The findings also offer essential insights for the development of learning management programs aimed at enhancing students' nonviolent communication competencies.

The Production of Stop Cyberbullying Animation Media: Stop Cyberbullying for Primary School Students

Rattanawat Penrattanahiran — 2025-12-04

This research was conducted in three-phase: 1) data collection through interviews of 10 teachers and 20 students, plus a survey of 350 primary students (grades 4-6), 2) media development by 3 experts in psychology and 2 in computer, and 3) intervention implementation with 170 students across 10 Chiang Mai schools. Research instruments included interview protocols, behavioral assessment scales, "Stop Cyberbullying" animated media, evaluation forms, and satisfaction questionnaires. Data analysis utilized descriptive statistics, content analysis, and pre-post comparisons. The research findings revealed that: 1) There were three of forms of primary cyberbullying—textual mockery, group exclusion and identity impersonation. While the majority of students had never exhibited such behaviors, 43.6% indicated occasional involvement in gossip, verbal abuse, or provocation. Bullying can be classified into eight distinct forms and four preventive strategies have been identified: avoidance, help-seeking, self-protection, and collective support. 2) The developed animated cartoon media received the highest level of appropriateness rating. 3) Post-intervention results showed significant reduction in the level of cyberbullying behaviors (3.31% to 2.26%, p < .05) and a high level of satisfaction among students.

The Effect of Learning Management Using a Design Thinking Approach on Enhancing Innovative Thinking Skills of Pre-service Teachers: A Case Study of Islamic Studies Teaching Students

Sumai Binbai — 2025-12-04

This action research aimed to enhance innovative thinking skills among pre-service teachers majoring in Teaching Islamic Studies. The study had three objectives: 1) to examine students’ innovative thinking skills after engaging in design thinking-based learning activities, 2) to evaluate the quality of student-created learning innovations, and 3) to assess user satisfaction with those innovations. The participants were 40 undergraduate pre-service teachers enrolled in the course 762-205 Learning Management Science. The research instruments included a lesson plan based on the seven-step design thinking process, an innovative thinking skills assessment, an innovative product evaluation form, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and a dependent samples t-test. Findings revealed that students’ innovative thinking skills were significantly higher after the intervention than before, at the .05 level. Among the assessed components, the highest mean score was in collaboration, followed by communication and dissemination, evaluation and conclusion, problem analysis, use of digital technology, and proposing creative solutions. The quality of student-created learning innovations was rated very high across all criteria. Creativity received the highest score, followed by value and usefulness, and the development process. User satisfaction with the innovations was also high. The highest-rated aspects were content quality, followed by usefulness, visual appeal, modernity, assessment, design, and usability, respectively. Overall, the study supports the effectiveness of the design thinking process in fostering innovative thinking and producing high-quality, user-approved educational innovations among pre-service teachers.

The Development of Information System for Management of Nursing Student’s Activities, Faculty of Nursing, Prince of Songkla University

Jomkwan Suvanmanee — 2025-12-04

This research and development aimed 1) to develop an information system for managing data and reporting nursing activities done by nursing students at the Faculty of Nursing, Prince of Songkla University, 2) to evaluate the efficiency of the system, and 3) to evaluate the satisfaction of system users. The research samples were 1) a group of 3 IT experts specializing in assessing system efficiency, and 2) a group of 296 system users responding to the satisfaction survey. The research instruments included system efficiency evaluation and satisfaction questionnaires, validated by experts with IOC of ≥0.67. The satisfaction questionnaire exhibited a Cronbach’s alpha of 0.90. The statistics used for data analysis were mean, standard deviation and content analysis. The findings revealed that the developed web application effectively managed, processed, monitored, and reported data of practical training and medical terminology learning. It provided individual summary reports, and real-time aggregate reports on student pass/fail status for nursing activities, categorized by course and overall year level. The system supported access across all devices. The system performance was rated at a highest level (M = 4.78, SD = 0.06) and the users’ satisfaction with the system was at a high level (M = 4.47, SD = 0.58).

A Knowledge Management Process for Smart Agricultural Learning Center: Rural Wisdom Park, Satun Toward Sustainability

Romchat Khuntong — 2025-12-04

This research aimed 1) to study the components of developing a prototype of a smart agricultural learning center, “Rural Wisdom Park: Satun,” (RWPS) and 2) to examine the knowledge management process of the smart agricultural learning resource model. A qualitative research methodology was applied in Udai Charoen Subdistrict, Khuan Kalong District, Satun Province, where the community faces problems such as the lack of integrated learning resources that combine agricultural knowledge with innovation, inadequate learning infrastructure, fragmented knowledge, and limitations in accessing and applying information to real situations. Data were collected through two methods: 1) in-depth interviews with 25 farmers, 15 experts in learning resources, and 15 smart agriculture experts, and 2) focus group discussions with 10 experts to validate the prototype. Data was then analyzed using content analysis. The findings indicated that the prototype of the smart agricultural learning resource comprised three major characteristics with eight components: (1) the knowledge and Information core, which covers data and smart agricultural technologies; (2) the learning and transfer process, which includes knowledge providers, instructional design and sequencing, learning activities and media; and (3) the driving and management dimension, which consists of physical infrastructure and management systems. Moreover, the knowledge management process was structured into five stages: acquisition, creation, integration, sharing, and storage.

The Needs Assessment for the Development of Mobile Application Based on Scaffolded Reading Experiences and Gamification for Enhancing Digital Reading Literacy of Lower Secondary School Students

Walai Tantiwitkoson — 2025-12-04

This study aimed 1) to investigate the need for developing a mobile application based on scaffolded reading experiences and gamification to enhance the digital reading literacy of lower secondary school students and 2) to explore the students’ current and desired states of digital reading literacy competencies at the lower secondary level. The sample consisted of 646 lower secondary students selected through multi-stage sampling. The research instrument was a questionnaire (reliability coefficient of 0.903), which included sections on demographic information, learning needs concerning mobile applications use, and digital reading literacy requirements. Data were analyzed using descriptive statistics and the Modified Priority Needs Index (PNI_Modified). The findings revealed the top priorities in each domain of learning management to enhance digital reading literacy: 1) mobile application-based learning—sharing opinions or work with teachers and peers via social media on mobile applications (PNI_Modified = 0.27), 2) scaffolded reading experiences—reading articles on mobile applications while highlighting key information during reading (PNI_Modified = 0.42), and 3) gamification—collecting reward badges from participating in article-reading activities on mobile applications (PNI_Modified = 0.39). Regarding digital reading literacy competencies, the top three essential needs were: (1) the ability to explain the meaning of words, sentences, and main ideas in sequence and interpret the main concept by connecting
it with real-life situations (PNI_Modified = 0.25), (2) the ability to search for information on the internet using appropriate keywords aligned with specific objectives (PNI_Modified = 0.20), (3) the ability to identify the main idea of a text and support it with clearly connected and logically consistent evidence (PNI_Modified = 0.19).

Effects of Using an Online Competency-Based Learning Management System to Enhance High Vocational Certificate Students' Learning Achievement and Vocational Competence

Pinya Sukwiphat — 2025-12-04

The objectives of this research are to study 1) the efficiency of an online competency-based learning management system, 2) students’ learning achievement and learning progress, 3) students' vocational competence, and 4) students’ attitudes toward computer studies. The research instruments included the online competency-based learning management system, learning management plans, learning achievement tests, competency assessment forms, and attitude assessment forms. The sample consisted of 25 higher vocational certificate students majoring in Computer and Digital Marketing, selected through purposive sampling. The research data were analyzed using mean, percentage, standard deviation, and dependent t-test. The results showed that the system met E₁/E₂ efficiency criteria at 80.00/80.60. Students’ post-learning achievement scores were significantly higher than pre-learning scores at the .01 level, with moderate learning gain. The average vocational competency assessment results were at a good level (79.88%). Students demonstrated positive attitudes toward computer studies at a high level (M = 4.09, SD = 0.51), while negative attitudes were at a low level (M = 2.23, SD = 0.61).

The Effects of Promoting an Early Childhood Teachers’ Competency Enhancement Program on Executive Function Skills of Young Children: A Study in the integrated Area of Tha Muang District, Kanchanaburi Province

Panadda Thanasetkorn — 2025-12-04

This research aims to 1) study the understanding and self-efficacy of abilities and skills in writing experience plans according to the EF guideline among preschool teachers who participated in the program designed to enhance their competencies in promoting preschool children's executive function skills; and 2) study the executive function skills of preschool children taught by these preschool teachers. The study adopted an action research approach based on Kemmis et al.'s (2014) principles. Tha Muang District in Kanchanaburi Province served as the research site. The sample group consisted of 87 preschool teachers from the Office of the Basic Education Commission and local administrative organizations, as well as 134 preschool children from the Office of the Basic Education Commission. The study was conducted from July to October 2022. The research tools comprised (1) a knowledge assessment form, (2) a self-efficacy assessment form, (3) a quality inspection form for experience plans, and (4) an observation form for preschool children's executive function skills (ages 3–6). Data were analyzed using the paired sample t-test and the Wilcoxon matched-pairs signed-rank test. The research findings showed that 1) preschool teachers scored much higher in knowledge, self-efficacy of abilities, and skills in writing experience plans based on EF guidelines after the program than they did before, with a significance level of .05, and 2) preschool children scored much higher in executive function skills after the program than before, with a significance level of .05. According to the findings, the program enhances instructors’ planning abilities and positively influences preschool children’s executive function skills.

The Development of an English Language Teaching Model Based on Contextual Teaching and Learning Approach to Enhance English Communication Skills for Grade 10 Students

Wanchalerm Nanan — 2025-12-04

To develop a teaching model is a crucial factor which upholds and enhances students’ leaning outcomes, especially developing a teaching model for resolving the issues faced in an English classroom. Therefore, this research aims 1) to develop the teaching model based on the Contextual Teaching and Learning approach (CTL) to enhance students’ English communication skills, 2) to compare students’ English communication skills before and after utilizing the developed teaching model, and 3) to investigate students’ opinions toward the developed teaching model. A research and development (R&D) strategy was employed. The sample group consisted of 20 grade-10 students at Muangdongwittaya School, Sukhothai, Thailand chosen by volunteer sampling. The research instruments comprised a survey, questionnaires, group discussion questions, lesson plans, English communication skills tests, and an in-depth interview. Both qualitative data (analyzed through content analysis) and quantitative data (analyzed using means, standard deviations, paired t-tests, and percentages) were collected. The findings revealed that 1) the developed teaching model comprised eight components including principles, objective, four instructional stages (studying contexts, creating real-life contexts, applying in new contexts, and transferring contexts: SCAT model), classroom learning environment management, instructional materials, teacher’s roles, assessment and evaluation of learning outcomes, and learning outcome, 2) students' post-test scores (M = 43.0, SD = 3.66) were significantly higher than their pre-test scores (M = 24.60, SD = 4.67) at the .01 level, and students’ higher English communication skills improved through simulations, and 3) students expressed positive attitudes toward the developed teaching model regarding the real-life content, engaging activities, and materials enhancing both in-class and out-of-class learning.

A Study on the Application of an Innovative Curriculum Platform for Emergency Medical Education in Secondary Schools in Pattani Province

Montakan Atthasongkrow — 2025-12-04

This is a part of research and development aimed at studying the structure and outcomes of implementing an innovative medical education curriculum platform in secondary schools in Pattani Province. The sample were 2,996 teachers and students from 15 secondary schools. Instruments consisted of content and learning resources modified from course prototype from Chiangmai to be appropriate with cultural context. Data were collected by using a questionnaire on knowledge and skill in basic CPR and AED and observation of participation. Data was analyzed using descriptive statistics. The research findings revealed: 1) All secondary schools in Pattani Province demonstrated their active participation in applying to learning platform by modifying in seven context-appropriate platforms, which were evaluated by experts and assessed as of good quality (M = 4.43, SD = 0.69). The finding showed that all participated teachers and students demonstrated exceptionally high levels of knowledge in emergency medical care, basic life support, and AED usage (M = 18.74, SD = 1.73). All (100%) met a standard of basic CPR and AED skills and gained extremely high confidence and satisfaction levels in basic life support and AED usage (M = 4.66, SD = 0.63). It is suggested to scale up an emergency medical learning platform to every secondary school.