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Development and Validation of a Competency Framework for Thai External Quality Assessment Supervisory Units
(2025-01-01)
Sukkamart, Aukkapong
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Ployduangrat, Jaruwan
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Prongprommarat, Jakkapong
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Pimdee, Paitoon
Background/purpose: Effective supervision is critical for credible educational quality assurance, yet a validated framework for External Quality Assessment Supervisory Units (EQASUs) remains absent in Thailand. This study aimed to develop and validate a competency framework of components and quality indicators to address this gap and enhance EQASU effectiveness. Materials/methods: The research was conducted in two sequential stages, in which the first stage used 18 experts to analyze the framework's core components and indicators. Second, the model was empirically validated through a survey of 434 external quality assessors (EQAs) in 2023, selected via proportional stratified random sampling. Data were analyzed using Confirmatory Factor Analysis (CFA) to validate the construct and the Mann–Whitney U test to examine performance differences. Results: The validation process confirmed a framework of four core components: organizational management (OM), personnel performance development (PPD), productivity and results (PAR), and cooperative networks (CN). All components demonstrated strong predictive power on EQASU effectiveness, with PPD emerging as the most crucial (β = 0.94), followed by OM (β = 0.81), CN (β = 0.79), and PAR (β = 0.78). A meta-evaluation of the framework's application confirmed the feasibility of its policy recommendations. Among the evaluation dimensions, utility was highest, followed by feasibility, accuracy, and propriety. Furthermore, high-performing EQASUs showed a significantly closer fit to the validated framework than the general group at the 0.01 level. Conclusion: The verified EQASU framework addresses a critical need in the Thai educational landscape. It contributes to the literature on assessment supervision and offers a practical, evidence-based tool for strengthening external quality assurance in Thailand and similar international contexts.
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Transforming Thai University Demonstration Schools into Learning Communities: A User Experience and Design-Based Research Approach
(2025-01-01)
Veepion, Songwut
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Sauphayana, Siriphong
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Ployduangrat, Jaruwan
This study aimed to develop a model for the administration of demonstration schools in public universities based on the concept of "School as a Learning Community" (SLC). The research utilized user experience and design-based research in three phases. Phase 1 involved analyzing the current administrative practices of school administrators under the SLC framework with a sample of 5 administrators. Phase 2 focused on developing a model for promoting SLC-based school administration, targeting 63 participants, including administrators and teachers from Ramkhamhaeng University Demonstration School, Bangna Campus. Phase 3 evaluated the feasibility and suitability of the developed model using a sample of 657 stakeholders, including seven administrators, 52 teachers, and 598 parents of students in grades 1–5. Research tools included interviews and questionnaires, with data analyzed through content analysis, percentages, mean scores (M), and standard deviations (SD). The findings revealed: (1) user experiences highlighted key practices such as inclusive decision-making, shared learning spaces, and stakeholder collaboration, (2) eighteen prototype models for SLC-based administration were developed, integrating stakeholder-driven vision, excellence-focused philosophy, and professional learning community activities, (3) stakeholders most preferred Model 17, selected by 19.33%, emphasizing a shared vision (A2), the philosophy of excellence (B3), and collaborative activity systems (C2), and (4) expert evaluations showed high feasibility (97.40%) and suitability (96.10%) of the proposed model. This study contributes to the literature by providing an actionable framework for transforming demonstration schools into thriving learning communities and fostering collaboration among diverse stakeholders to enhance educational quality and administration efficiency.
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A needs assessment evaluation of information technology student mobile website design skills
(2024-01-01)
Wuttikamonchai, Oraboot
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Pimdee, Paitoon
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Ployduangrat, Jaruwan
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Sukkamart, Aukkapong
In this study, we present a comprehensive needs assessment (NA) aimed at identifying key factors that contribute to enhancing instructor skills in mobile website design (MWDS). In the realm of professional development, the significance of NAs for user experience (UX) designers has gained attention, with scholars emphasizing the importance of competency modeling to elucidate the intricate knowledge, skills, and abilities inherent in UX design. This perspective aligns with the essential nature of learning NAs for continuous professional development. Therefore, the objective of our investigation was to evaluate the current state of instructor MWDS and their real-world user experience through a sample of 41 individuals, including information technology (IT) instructors and IT entrepreneurs. Employing a simple random sampling method in August 2023, our study utilized descriptive statistics to analyze the data, revealing a moderate proficiency level (mean [M]=3.40). Interestingly, the highest rankings in our findings were attributed to planning mobile website design from a user experience perspective (M=3.81) and developing or creating a website for mobile devices user experience (M=3.81). These skills demonstrated consistent high perceived importance (M=4.78). Moreover, specific aspects of MWDS stood out in terms of significance, with developing or creating mobile websites’ user experience holding the top priority (M=4.87), followed closely by designing mobile websites’ user experience (M=4.79) and developing or prototyping mobile websites’ user experience (M=4.77). Our findings underscore the urgent need to prioritize the promotion of MWDS, particularly those focused on user experience. Using priority needs index modified (PNImodified) method, we identified that user research holds the highest priority (PNImodified=0.56), followed closely by mobile website design user experience (PNImodified=0.41), and defining website content for mobile devices user experience (PNImodified=0.40). This information provides valuable insights for educational institutions and industry stakeholders, guiding efforts to enhance instructor skills and align curricula with the evolving demands of mobile web design. In summary, our study sheds light on the current state of instructor MWDS, emphasizing the importance of user experience-related competencies. The identified priority needs offer valuable guidance for educational institutions and industry stakeholders, facilitating efforts to enhance instructor skills and align curricula with the dynamic requirements of mobile web design. Notably, our results align with the hypothesis testing, where paired sample t-test statistics found that both overall and individual aspects indicated a statistically significant preference for desired over actual outcomes at the .01 level.
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Education and Development in ASEAN’s Greater Mekong Subregion
(2024-01-01)
Sukkamart, Aukkapong
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Pimdee, Paitoon
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Ployduangrat, Jaruwan
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Prongprommarat, Jakkapong
The objectives of this study were to analyze and synthesize educational strategies and their development approaches within the context of the ASEAN community’s Greater Mekong Subregion (GMS) members of Cambodia, Lao PDR, Myanmar, Thailand, and Vietnam, as well as the PRC (People’s Republic of China) southern province of Yunnan. Moreover, the study sought to assess the appropriateness of development approaches based on these educational strategies. This mixed-method research used both qualitative and quantitative research methods. The data sources included documents related to educational policies and strategies, as well as administrators involved in educational management in each of the six GMS members surveyed. The research tools consisted of content analysis forms and opinion questionnaires, with an index of item-objective congruence (IOC) ranging from 0.80 to 1.00 and a reliability coefficient of 0.82. Data were analyzed using educational strategy content analysis by calculating the mean and standard deviation to assess the level of appropriateness and feasibility of the development approaches. This study makes a significant contribution to the literature by providing a comprehensive analysis and synthesis of educational strategies and their development approaches within the context of the ASEAN community’s Greater Mekong Subregion (GMS) members. The study offers valuable insights into the appropriateness and feasibility of these strategies and approaches. The findings not only validate the 22 educational strategies and 86 development approaches as highly appropriate and feasible but also serve as a valuable resource for policymakers, educators, and researchers, facilitating informed decision-making and fostering effective educational development initiatives.
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Surveying and Monitoring the Implementation of the National Early Childhood Development Center Standards for Fiscal Year 2020
(2024-01-01)
Vehachart, Rungchatchadaporn
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Wetwiriyasakun, Phatsarabet
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Pakotang, Jinawatara
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Ployduangrat, Jaruwan
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Subruangthong, Satorn
The main purpose of this research was to comprehensively evaluate the implementation of the National Early Childhood Development Center standards for the fiscal year 2020 within all early childhood educational institutions throughout the nation, to identify and analyze the challenges and impediments encountered during the execution of these standards and to assemble an extensive report delineating the status of implementation for the National Early Childhood Development Center standards for fiscal year 2020. The study centered its focus on the oversight of early childhood development centers that catered to children ranging from newborns up to six years of age, as well as those preparing for entry into the first grade of elementary education. These centers were distributed across four distinct regions: North, Northeast, Central (inclusive of Bangkok), and the South. A self-developed Likert scale was used to get the opinions of the early childhood centers caregivers. The data for this study was diligently gathered from a comprehensive sample of 2, 500 early childhood development centers caregivers, selected through stratified sampling, spanning the entire nation. In terms of findings, the research yielded noteworthy insights. A significant proportion of early childhood development centers, located across all regions of the country, exhibited substantial advancements in their efforts to implement the National Early Childhood Development Center standards for the fiscal year 2020. Nevertheless, it is important to note that there existed notable variances in compliance levels, with certain centers achieving a higher standard of implementation compared to others.

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