Journal of Yala Rajabhat University

Performing Arts and Cross-Cultural Spaces: Learning Management for Migrant Children in Inclusive Classrooms

Sudaporn Nimkham — 2026-08-08

This article aims to (1) propose a conceptual framework of dance and cross-cultural spaces in inclusive classrooms and (2) provide practical approaches to teaching dance. The conceptual framework is based on the concept of cross-cultural spaces and transformative learning theory, which explains that learning occurs through reflective processes from direct experience and changes in the learner's mindset. The study shows that dance is not merely a performing art but a cross-cultural space that allows learners to communicate, create shared meaning, and develop mutual understanding through body, emotion, and rhythm, without being limited by language. The proposed conceptual framework of dance and cross-cultural spaces in inclusive classrooms comprises three main components: (1) dance as a tool for collaborative learning, (2) transformative learning, and (3) the teacher as a cultural leader. Furthermore, four practical approaches to teaching dance are proposed: (1) learning through the body and direct experience, (2) using cross-cultural communication processes in the classroom, (3) using media and artistic elements from diverse cultures, and (4) participatory assessment. These approaches can promote participation, reduce cultural bias, and develop cross-cultural awareness in both learners and dance teachers. Therefore, dance is a potential educational tool for creating a peaceful and respectful collaborative learning society. This aligns with the key goals of 21^st century education.

Development of a Competency-Based Islamic Studies Curriculum for Private Islamic Schools in Pattani Education Innovation Area

Muhammadafeefee Assalihee — 2026-08-08

This study aimed to (1) develop a competency framework for Islamic Studies in private Islamic schools, (2) design the components and structure of a competency-based Islamic Studies curriculum, and (3) formulate guidelines for competency-based learning management and assessment within the Pattani Education Innovation Area (PEIA). A qualitative design was employed using focus group discussions and participatory workshops. A total of 59 purposively selected participants were involved, including 37 curriculum developers, 12 curriculum review experts, and 10 subcommittee members responsible for private Islamic school development in PEIA. Data were collected through focus groups, workshops, observations, and reflective notes, and analyzed using content analysis. The findings indicate that: 1) the student competency framework comprises three interrelated components: (1) foundational Islamic competencies, (2) Iman-based competencies, and (3) desirable characteristics; 2) the curriculum framework consists of six core elements: (1) an introduction, (2) curriculum structure, (3) learning outcomes, (4) competency-based learning and character development guidelines, (5) assessment guidelines, and (6) curriculum management. The curriculum was developed under the principle of “teach less, learn more,” integrating foundational competencies, interdisciplinary units, projects, and community-based activities. Instructional time was allocated at 320 hours per year (Grades 7 - 9) and 420 hours per year (Grades 10 - 12), representing a 25 - 30% reduction from the 2003 Islamic Studies Curriculum; and (3) instructional approaches emphasize authentic contexts, collaborative learning, and project-based learning, while assessment prioritizes authentic and individualized developmental evaluation across knowledge, skills, attitudes, and personal attributes. The study presents a validated competency-based Islamic Studies curriculum for private Islamic schools and a policy foundation for expansion within PEIA.

The Learning Situation of Youth in Silk Screen Printing Art in Yala Old Market Community

Adinan Satoh — 2026-08-08

This qualitative research aimed to investigate the learning situation of T-shirt screen printing art among youth in the Old Market community of Yala Province. Data were collected through documentary analysis, in-depth interviews, and participant observation with 21 purposively selected informants, including art teachers, students, youth, local artists, youth development practitioners, and clothing business experts. Semi-structured in-depth interview forms and field note forms were used as research instruments, and data were analyzed using content analysis with triangulation employed for data validation. The findings indicate that youth primarily learn screen printing through community-based learning and guidance from local experts, choosing learning paths based on their personal interests and strengths, while digital media such as online video tutorials also play a significant role in supporting their learning. Support from families, the community, and external organizations through online marketing opportunities, workshops, and activities further enhances their learning and helps expand future career options. However, youth still face challenges such as limited equipment and materials, insufficient time, lack of continuous expert supervision, and constraints in workspace and facilities. The study recommends establishing community learning spaces, organizing collaborative workshops with external agencies, providing resources and equipment from governmental or private sectors, and fostering youth networks to strengthen knowledge exchange and inspiration.

Development of a Learning Management Competency Model for Physical Education Teachers in Thailand

Yuwalak Sengwarn — 2026-08-08

This study aimed to synthesize the components and examine the structural validity of a learning management competency model for physical education teachers in Thailand. In the qualitative phase, in-depth interviews were conducted with five experts in physical education, selected through purposive sampling. A semi-structured interview protocol was employed as the research instrument, and the data were analyzed using inductive analysis. In the construct validation phase, the sample consisted of 186 physical education teachers from primary and secondary schools across Thailand. The sample size was determined using G*Power 3.1. The research instrument was a Likert-scale questionnaire. Data were collected between March and May 2025 and analyzed using Confirmatory Factor Analysis (CFA) with the Maximum Likelihood (ML) estimation method. The findings revealed that the learning management competency of physical education teachers in Thailand comprises six components. The component with the highest standardized factor loading was learning measurement and evaluation, followed by classroom management and learning environment creation, health promotion and physical fitness development, instructional planning, knowledge and skills in physical education, and professional development and collaboration, respectively. The model fit indices indicated that the proposed model was consistent with the empirical data, with a relative chi-square (χ²/df) of 1.99, chi-square value of 203.67 with 102 degrees of freedom, GFI = 0.89, AGFI = 0.82, NFI = 0.98, RMSEA = 0.073, and Standardized RMR = 0.045, all of which met acceptable criteria. These findings suggest that the developed competency model demonstrates adequate construct validity and good model fit, and can be appropriately used as a conceptual framework for the development of physical education teachers in Thailand.

The Development of Seamless Electronic Training System Based on the Context of the Andaman Triangle Area on Active Learning Management for Teachers under the Primary Educational Service Area Office

Pasuta Kaewmanee — 2026-08-08

This study aimed to: 1) investigate guidelines for developing a seamless electronic training system based on the contextual characteristics of the Andaman Triangle area; 2) develop a seamless electronic training system grounded in the Andaman Triangle context for active learning management; and (3) examine the learning achievement of trainees after participating in the seamless electronic training system. The samples were divided into three groups: 1) a purposive sample of 84 participants for exploring the development guidelines of the seamless electronic training system; 2) a purposive sample of 6 experts involved in the development of the system; and 3) a volunteer random sample of 90 participants for assessing learning achievement. The research instruments consisted of an in-depth interview protocol for investigating system development guidelines, the seamless electronic training system, quality evaluation forms for content and media/technical aspects, and a learning achievement test. The data were analyzed using mean (), standard deviation, and t-test. The findings revealed that: 1) the development of the seamless electronic training system based on the Andaman Triangle context was guided by the ANDAMAN-AL Model (Active Learning Model); 2) the developed system demonstrated the highest level of quality in terms of content ( = 4.60, S.D. = 0.55) and media/technical aspects ( = 4.53, S.D. = 0.61); and 3) the learning achievement of trainees after learning through the seamless electronic training system was significantly higher than before learning at the 0.01 level (p < 0.01) of statistical significance

Meaning in Life, Happiness, and Healing Components from Burnout: A Study of Undergraduate Students’ Recovery Experiences

Nareerat Akkaraphatthanakul — 2026-08-08

This study aimed to examine recovery experiences and outcomes from burnout, levels of meaning in life, levels of happiness, and the components that facilitate healing from burnout among undergraduate students who had recovered from burnout. A mixed-methods research design was employed. The key informants were purposively selected undergraduate students who had experienced recovery from burnout (n = 36). Qualitative data were collected through in-depth interviews, and quantitative data were collected using questionnaires. Data were analyzed using content analysis and descriptive statistics. The qualitative findings indicated that burnout was associated with chronic exhaustion, decreased motivation, negative emotions, social withdrawal, and impacts on academic functioning. Contributing factors included heavy workloads, family expectations, and life imbalance. Recovery approaches included lifestyle adjustments, self-care through energizing activities, reliance on social support networks, and seeking professional medical assistance. These approaches led to positive outcomes, including increased self-worth, improved emotional resilience, stronger relationships, and more positive attitudes toward life. The quantitative results showed that students reported high levels of meaning in life in the search for meaning dimension and moderate levels in the presence of meaning dimension. Post-burnout happiness was high. Regarding healing components, students placed high importance on social support networks and lifestyle adjustments, both of which played important roles in positive growth. This study highlights the importance of developing support systems and promoting social networks within educational institutions to help students achieve sustainable recovery from burnout.

The Development of Guidelines for Enhancing Pre-Service Teachers’ Instructional Competence through International Teaching Observation

Tawatchai Sritep — 2026-08-08

This qualitative research aimed to 1) study instructional approaches in overseas schools through pre-service teachers’ classroom observation, 2) analyze reflective thinking related to instructional management competencies developed through classroom observation in overseas schools among pre-service teachers, and 3) develop guidelines for enhancing instructional management competencies of pre-service teachers through classroom observation in overseas schools. The key informants consisted of 20 pre-service teachers from Prince of Songkla University who participated in classroom observation programs in five countries: China, South Korea, Brunei Darussalam, Indonesia, and Malaysia. Data were collected through classroom observations and interviews. The data were analyzed using thematic comparison to identify common and differing issues across countries, and the credibility of the findings was verified through triangulation. The results indicated that instructional approaches in overseas schools-including educational philosophies, learning models, the use of media and technology, and classroom environments-were adapted to suit the learners’ contexts, cultures, and social settings. Reflective thinking enabled the pre-service teachers to gain a deeper understanding of teachers’ roles in four key aspects: instructional planning and design, classroom management, assessment and evaluation, and technology integration. The study proposed a four-step framework for developing teaching competency 1) preparation before international observation, 2) classroom observation in overseas schools, 3) reflective thinking and lesson synthesis, and 4) knowledge exchange and academic dialogue. This framework is termed the PIRK-E Model, which focuses on developing teaching competency through international classroom observation experiences. The findings provide practical guidance for teacher education institutions to enhance teacher preparation and strengthen national educational quality to compete in the international arena.

Digital Learning Ecosystem: The Virtual Phuket Thaihua Museum to Promote Immersive Learning

Nipon Boriwatanan — 2026-08-08

This study aimed to: (1) develop and evaluate the effectiveness of a digital learning ecosystem for the Phuket Thaihua Museum through virtual reality technology, and (2) assess visitors’ satisfaction with the virtual Phuket Thaihua Museum. The study combined quantitative, qualitative, and research and development (R&D) methods in a mixed-methods research design. In-depth interviews with fifteen experts and key stakeholders were used to collect qualitative data to develop a basic framework for system development based on the ADDIE model. For the purpose of evaluating the developed system, 400 participants were selected through convenience sampling. The research instruments included the virtual digital learning ecosystem of the Phuket Thaihua Museum, an effectiveness evaluation form, and a satisfaction questionnaire. Data were analyzed using descriptive statistics, namely mean () and standard deviation (S.D.). The results revealed that: (1) the developed virtual digital learning ecosystem achieved an effectiveness score of 4.28, which was at the highest level. The system featured 360-degree panoramic presentations along with an interactive virtual tour that allowed users to actively engage with the content; and (2) visitors’ overall satisfaction with the virtual museum was also at the highest level 4.59, particularly in terms of media attractiveness and the ability to access information anytime and anywhere. The findings indicate that integrating virtual reality technology with a digital learning ecosystem can effectively enhance cultural learning and provide a practical approach for developing local learning resources in the digital era.

Development of a Supervision Model Based on the Concept of School as Learning Community to Enhance Quality in One District One Quality School of Pattani Primary Educational Service Area Office 1

Surasak Madtohlaeh — 2026-08-08

This research aimed to 1) study the supervisory components and 2) develop a supervisory model based on the concept of school as a learning community. This research employed a mixed-methods research design, divided into 2 phases. Phase 1 involved studying supervisory components through document analysis, focus group discussions, and in-depth interviews with 12 purposively selected experts. Quantitative data were also collected from 120 school administrators and teachers to assess current and desirable conditions. Phase 2 focused on developing the supervisory model and validating its quality through a connoisseurship seminar with 5 experts. Research instruments included interview forms, Questionnaires, Supervisory model, and model evaluation forms. The research findings revealed that: 1) The SLC supervisory components consisted of 4 components and 22 indicators. These were: Principles and purpose (5 indicators), Learning leadership network (6 indicators), Classroom supervision process (6 indicators), and Assessment for development (5 indicators). Expert evaluation confirmed that the appropriateness of these components was at the highest level. The current condition was at a moderate level, while the desirable condition was at the highest level. Priority needs analysis showed that Classroom supervision processes had the highest necessity, followed by Learning leadership networks, Assessment for development, and Principles and purpose, respectively. 2) The SLC Supervisory Model comprised 6 parts: principles, objectives, content, processes, measurement and evaluation, and conditions for success. The core mechanism was the supervisory process using Lesson Study innovation. Expert evaluation confirmed that the appropriateness, feasibility, and utility of the model were at the highest level.

Enhancing Early Childhood Literacy in Multicultural Context of Yala Province Through Home-School Partnerships

Kessaree Ladlia — 2026-08-08

This research aimed to develop home-school partnership instruction model to enhance literacy for early childhood students in the context of a multicultural society in Yala Province. The research was developed through four steps of research process: 1)preparation, 2)creating the instruction model, 3) experimentation, and 4) improvement. A total of 13 schools participated in the project between 2021 and 2022. The instruction model was piloted for 8 weeks, and 308 families of the third-grade early childhood students aged 5 years old, and their parents participated in the program. Participants were divided into 2 groups: a control group of 121 families and an experimental group of 187 families. The developed instruction model fosters a collaborative learning environment, co-driven by parents at home and teachers at school. The results show that students from the experimental group had higher scores in early childhood literacy than the control group. The scores after the experiment were also significantly higher than before the experiment at the statistical significance level of .05 in 6 areas, including vocabulary, understanding of printed materials, knowledge of consonants, pronunciation of the first consonant, basic writing, and speaking. Furthermore, the research found positive changes in teachers’ instructional practices and in parents’ behaviors and attitudes toward early childhood parenting and learning support. The 5 key principles of the instruction model include the cooperation of parents and teachers in child’s learning, capacity building of both parents and teachers to facilitate multilingual education activities, teachers employ brain-based teaching methods that use the local language as a foundation for learning Thai and other languages, the languages and cultures of learners are integrated into the learning process, and learners appreciate the value of their own languages and cultures and those of others.