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Adapting the Baldrige Framework for Sustainable Creative Education: Urban Design, Architecture, Art, and Design Programs
(2025-10-01)
Kasemsarn, Kittichai
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Wannaphapa, Ukrit
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Sawadsri, Antika
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Kritsanaphan, Amorn
;
Chutapruttikorn, Rittirong
Two critical research problems emerge in creative education quality management: the framework misalignment problem, where business-oriented performance metrics inadequately assess design creativity and innovation, and the sustainability integration gap, reflecting limited incorporation of environmental and social sustainability dimensions into excellence models. This review article addresses these problems by developing an initial framework that adapts the Baldrige framework for urban design, architecture, art, and design education with integrated sustainability principles. Drawing on literature review and theoretical synthesis, the article proposes a framework that introduces three key epistemological shifts: prioritizing process over product, supporting non-linear and reflective learning pathways, and recognizing tacit, embodied, and experiential knowledge as central to creative education. The framework incorporates the United Nations Sustainable Development Goals (SDGs) as core design challenges and introduces innovative evaluation tools, including portfolios with iterative review processes, community feedback loops, and SDG mapping rubrics. This research contributes to the educational quality management literature by offering a systematic framework that bridges business excellence models with creative education paradigms while positioning sustainability as a core educational objective rather than a peripheral concern.
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Urban Branding Through Cultural–Creative Tourism: A Review of Youth Engagement for Sustainable Development
(2025-06-01)
Kasemsarn, Kittichai
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Sawadsri, Antika
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Kritsanaphan, Amorn
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Nickpour, Farnaz
Several studies on cultural–creative tourism, urban branding (UB), youth engagement, and sustainability have been conducted in isolation, obstructing comprehensive approaches to UB development challenges. This review article aims to develop an integrated framework representing the complex interrelationships between these factors through a theory-based review and case study analysis. Methodologically, the investigation adopts bibliometric analysis using the VOSviewer software version 1.6.20 to identify thematic clusters across keyword pairings within research from 2000 to 2025, followed by content analysis for classification. The primary result is the Hierarchical–Relational Urban Sustainability (HRUS) framework, which employs a dual-pathway approach: (1) a sequential integration pathway, positioning cultural–creative tourism as the foundational mechanism supporting UB as the central concept, facilitating youth engagement as the key demographic group, and ultimately contributing to sustainability, and (2) a direct relationship pathway, examining specific connections between each factor and sustainability alone. This article contributes the first comprehensive framework that systematically integrates four main themes for sustainable urban development. The HRUS framework facilitates cross-sectoral collaboration by establishing actionable mechanisms for urban planners, universities, and tourism authorities to achieve sustainable urban brand development.
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Universal Design for Learning (UDL) in Heritage Education: A Multimedia Approach to ‘Phra Aphai Mani’
(2024-10-01)
Kasemsarn, Kittichai
;
Sawadsri, Antika
Even though classic literature has cultural and educational value in heritage education, students often have trouble becoming interested because of the archaic language, a lack of good learning materials, the idea that the literature is not relevant, and complicated plots. This research aims to enhance heritage education by identifying barriers and drivers in youth engagement with classic Thai literature and exploring how Universal Design for Learning (UDL) principles could be applied to increase motivation in learning classic literature through multimedia. Ten interviews with experts, 100 on-site questionnaires filled out by students aged 15–25 years, and a multimedia e-book were used together in this mixed-methods study. As a case study, the researchers asked both experts and students to read the Thai classic poem “Phra Aphai Mani: Escaping from the Sea Witch” and make suggestions for how it could be better. The results show that there are barriers to heritage education, such as ‘the story is not connected to the present’ (mean = 4.52/5), ‘archaic vocabulary and language barriers’ (mean = 4.36/5), and ‘learning materials’ (mean = 4.25/5). Surprisingly, Thai students showed more positive attitudes towards literature courses than expected based on international trends. Key drivers for enhancing heritage education include ‘classic literature in modern, easy-to-read language’ (mean = 4.65/5), ‘including multimedia’ (mean = 4.58/5), ‘the plot/story adapted to the current era’ (mean = 4.50/5), and ‘new presenting technologies’ (mean = 4.49/5). Next, as an innovative way to improve heritage education, this study developed a free e-book titled “Phra Aphai Mani: Escaping from the Sea Witch”, which includes motion graphics and other multimedia elements. This research contributes to knowledge by demonstrating how UDL can be applied to classic literature within heritage education, enhancing understanding of student needs, and creating more effective, inclusive multimedia teaching methods for preserving and transmitting cultural heritage.
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Museums for Older Adults and Mobility-Impaired People: Applying Inclusive Design Principles and Digital Storytelling Guidelines—A Review
(2024-04-01)
Kasemsarn, Kittichai
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Sawadsri, Antika
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Harrison, David
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Nickpour, Farnaz
The research problems addressed in this article pertain to the limited understanding and insufficient availability of digital storytelling guidelines for elderly and physically impaired individuals in museum presentations. The objective of this review is to explore digital storytelling guidelines along with the latest technology in museums catering to older adults and those with mobility impairments. This literature review included databases such as Scopus, ScienceDirect, and Google Scholar, covering the period from 2000 to 2023. Researchers comprehensively examined and employed content analysis to categorize all papers into three primary themes: (1) inclusive design for museum presentations; (2) trends in technology for digital storytelling in museum presentations; (3) guidelines for digital storytelling in museum presentations. This review article could enhance understanding and promote diversity, accessibility, and motivation among two specific groups of museum visitors, both onsite and online.
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Teaching art via digital technology for the elderly applying with inclusive design: A review
(2024-01-01)
Kasemsarn, Kittichai
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Sawadsri, Antika
Art studies and activities for older adults have received significantly less attention as a result of prohibitively expensive materials that are unfit for commercial use, and research utilizing digital technology to investigate artistic activities for older adults is extremely limited. The purpose of this article is to analyze and review recent research in these fields to summarize the current trends. The literature review comprised 108 articles from databases that included Scopus, ScienceDirect, and Google Scholar. The papers were subjected to a thorough examination by the VOSviewer program and researchers, who utilized content analysis to classify them into four themes: 1) inclusive design; 2) accessibility; 3) digital art therapy and 4) digital technology environments. Further investigation and development are necessary to propose a novel approach to instructing senior-level art utilizing cutting-edge technologies, which could be enhanced by the findings of this review article.

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