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Impact of Transnational Education Policies on Cross-Cultural Adaptability and Institutional Support for Northern Chinese Students in Thai Universities
(2024-01-01)
Liu, Xiaoling
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Tuntinakhongul, Ampapan
The principal aim of this study is to explore the complex interrelationships between transnational educational policies, cross-cultural adaptability, and institutional support. Using a qualitative methodology, the research employs semi-structured interviews to examine how policies influence the cross-cultural adaptability of Northern Chinese students and the nature of the support offered by Thai higher education institutions. The study seeks to highlight the mediating roles of cultural competence training and social support in shaping students' experiences, thereby providing a detailed understanding of the practical implications of policies in a non-Western academic context. This qualitative investigation involved 17 semi-structured interviews with Northern Chinese students attending Thai higher education institutions. The interviews continued until data saturation was reached, ensuring an in-depth exploration of the participants’ narratives. A three-step thematic analysis was applied to examine the relationships between transnational educational policies, cross-cultural adaptability, and institutional support, as well as to investigate the mediating effects of cultural competence training and social support. The study’s findings reveal the significant influence of transnational educational policies on the cross-cultural adaptability of Northern Chinese students. The research uncovers the intricate relationships between policies, cultural competence training, social support, and institutional assistance. By analysing the participants' narratives, the study provides empirical insights into how policies are translated into tangible outcomes, impacting students' capacity to adjust to and navigate a new cultural and academic environment. This research adds to the existing literature by offering context-specific insights into the experiences of Northern Chinese students in Thai higher education. It addresses gaps in previous research by examining the practical outcomes of transnational educational policies and identifying the mediating roles of cultural competence training and social support. The significance of the study lies in its potential to inform policymakers, educators, and institutions on how to foster more inclusive and supportive environments for international students. By emphasising the unique perspectives of Northern Chinese students, this study enriches the literature on transnational higher education, cultural competence, and student support, and offers a foundation for future research in diverse cultural and educational settings.
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Innovative teaching and the education management practice of improving the happiness of engineering college students
(2024-01-01)
Kang, Le
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Viriyavejakul, Chantana
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Tuntinakhongul, Ampapan
This study aims to explore the educational management practices associated with innovative teaching, focusing on their impact on the happiness of engineering college students. Through a comprehensive literature review and empirical research, the study analyzes the characteristics of innovative teaching, the learning tendencies of engineering students, the definition and measurement of student happiness, as well as the relationship between innovative teaching and students’ happiness. To collect data, a combination of quantitative questionnaire surveys and qualitative semi-structured interviews was employed. Data were gathered from 300 engineering college students through questionnaires and from 10 representative students through interviews. Through both statistical analysis and content analysis, this study unveils the implementation and effectiveness of innovative teaching among engineering students, as well as the happiness levels of these students, and the connection between innovative teaching and happiness. The research findings demonstrate that innovative teaching is widely adopted among engineering students and significantly enhances their academic performance and learning motivation. Engineering students generally exhibit a high degree of learning autonomy and creativity, actively engaging in practical projects. Furthermore, the happiness of engineering students is primarily reflected in dimensions such as satisfaction with academic achievements, motivation for learning, and support from their social networks. Further analysis reveals a positive correlation between innovative teaching and the happiness of engineering college students. Quantitative analysis establishes a significant positive correlation between innovative teaching and happiness, highlighting the positive impact of innovative teaching on the well-being of engineering students. Qualitative interview data delves into students’ experiences and cognitive changes brought about by innovative teaching, further affirming the beneficial effects of innovative teaching on their happiness.
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Developing Adult Vocational Training Strategies for Chinese Higher Education Institutes under the Background of Industrial Revolution 4.0
(2024-01-01)
Wei, Guangpei
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Tuntinakhongul, Ampapan
In the era of industrial revolution 4.0, digitalization, robotization and automation have accelerated occupational and skills transitions in China, the employment environment of China has become unprecedentedly volatile and unpredictable. The vocational training opportunities for Chinese workforces upskilling and reskilling along with the changes of employment environment are critical for them to secure the career life, and the key for the Chinese government to cope with the unemployment and maintain harmony in society. In consideration of maximum utilization of the forces of Chinese higher education institutes, this study aimed to develop adult vocational training strategies for Chinese higher education institutes to better organize their own adult vocational training programs and offer qualified vocational training opportunities for local workforces. This study was based on a qualitative design with 17 semi-structured key-informant interviews, thematic analysis method has been used to analyze the obtained data. As a result, adult vocational training strategies consisted of 1 vison statement, 6 goals, 31 actionable strategies have been identified.
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A Delphi study to build consensus on strategies for adult vocational training of higher education institutes in Guangxi Zhuang Autonomous Region China
(2024-01-01)
Wei, Guangpei
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Tuntinakhongul, Ampapan
Adult vocational training of higher education institutes has great potential to help workforce coping with uncertainties of the fast-changing Labor market in the era of Industrial Revolution 4.0. However, the lack of clarity regarding strategies for effectively establishing adult vocational training in higher education institutes may hinder progress. The aim of this study was to develop agreed strategies of adult vocational training for higher education institutes in Guangxi Zhuang Autonomous Region, China. The 3-round Delphi method used semi-structured interviews and questionnaires to explore and reach an agreement on the future direction of the strategies. The semi-structured interview was used in the first round to explore the ideas in relation to such strategies. the questionnaires were used in the second and the third rounds to explore further and reach the consensus on expert opinions defined at interquartile range (IQR) ≤ 1. Besides that, Analytic Hierarchy Process (AHP) methods were used to calculate the weights of each consented statements. Through Delphi method, the comprehensive strategies have been articulated with the highlights of 1 vision, 6 goals and 40 actionable strategies. furthermore, the experts commonly highlighted that the vision of future adult vocational training shall prioritizes cultivating skilled professionals with industrial needs, offering everyone accessible opportunities for career development. Besides that, the result also showed that reskilling and upskilling and extending the leaners’ interpersonal networks have been ranked as the two most important goals for future adult vocational training in higher education institutes.
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Analysis on the management strategy of happiness education based on human-oriented care
(2024-01-01)
Kang, Le
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Viriyavejakul, Chantana
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Tuntinakhongul, Ampapan
This study aims to explore happiness education management strategies for engineering students based on person-centered care. The research adopts a mixed-methods approach, combining quantitative and qualitative research. In the quantitative phase, a sample of 300 engineering students is recruited through a questionnaire survey. In the qualitative phase, 15 engineering students participate in semi-structured interviews, and 2 focus groups are conducted. The research results indicate differences among engineering students in dimensions of happiness, such as positive emotions, self-satisfaction, social support, and academic satisfaction. The application of person-centered care in happiness education has a positive impact on students’ learning motivation, emotional identity, and self-satisfaction. Additionally, current happiness education management strategies have achieved certain results in emotional management and social support but still have room for improvement in personalized support and care. Strategies based on person-centered care show significant advantages in multiple dimensions, comprehensively meeting the emotional and social needs of engineering students and enhancing their happiness levels. The findings of this study highlight the crucial role of person-centered care in happiness education for engineering students. It is recommended to strengthen the integration of person-centered care principles, provide diversified emotional management support, enhance the construction of social support networks, develop personalized happiness education plans, and continually assess and improve the effectiveness of strategies. These recommendations will contribute to optimizing happiness education management for engineering students, promoting their comprehensive development and growth.
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Impact of language programs and cultural immersion on intercultural competence and academic success of Northern Chinese students in Thai Universities
(2024-01-01)
Liu, Xiaoling
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Tuntinakhongul, Ampapan
Objective: This study aims to investigate the interconnections among language proficiency programs, cultural immersion activities, self-efficacy, intercultural communicative competence (ICC), and academic success among Northern Chinese students attending Thai universities. The primary objective is to elucidate the intricate dynamics that affect the development of ICC and academic achievement within the framework of cross-cultural education. By adopting a holistic perspective, this research seeks to address existing gaps in the literature and provide in-depth insights into the complex interplay of these factors. Methodology: Utilising a quantitative methodology, the research distributed 500 questionnaires to Northern Chinese students enrolled in Thai universities, yielding 350 valid responses, with data analysis conducted using SmartPLS software. Additionally, a mixed-methods approach was employed, incorporating qualitative insights through interviews to enhance the quantitative findings. This methodological design facilitated a comprehensive exploration of language proficiency, cultural immersion, self-efficacy, ICC, and academic success, offering a multifaceted understanding of the subject matter. Findings: The findings reveal significant positive correlations among language proficiency programs, cultural immersion activities, self-efficacy, ICC, and academic success. Specifically, language proficiency programs were found to positively influence both ICC and academic achievement, with self-efficacy serving as a mediating factor in these relationships. Similarly, cultural immersion activities were associated with enhanced ICC and academic success, again mediated by self-efficacy. These results highlight the interconnectedness of these variables and underscore the necessity for a holistic approach in cross-cultural education. Contribution: This research contributes original insights by concurrently examining language proficiency, cultural immersion, self-efficacy, ICC, and academic success within a unified framework, and its significance lies in the practical implications for educators, institutions, policymakers, and international students, advocating for an integrated approach to cross-cultural education that recognises the mediating role of self-efficacy and promotes the development of culturally competent global citizens.
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Enhancing Undergraduate Employability and Career Adaptability through Career Planning Education: The Mediating Role of Career Decision-Making Self-Efficacy
(2024-01-01)
Yao, Xinmeng
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Tuntinakhongul, Ampapan
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Sumettikoon, Piyapong
Background and Aim: Career decision-making self-efficacy serves as a mediating factor in the association between career planning education and the employability and career adaptability of undergraduate students enrolled in universities in China. Methods: Employing both quantitative and qualitative methodologies, this study incorporates a survey of 500 students from various disciplines alongside in-depth, one-to-one interviews with 20 students. Analysis of the quantitative data suggests that career planning education enhances students’ self-efficacy in career decision-making, thereby improving their employability and adaptability to the workforce. These findings are further supported by qualitative data, as post hoc interviews indicate that students’ self-efficacy is positively influenced by practical and experiential components of career planning education, such as internships and workshops, which prepare them for the dynamic nature of the labour market. Results: The research findings highlight challenges such as the limited availability of comprehensive career guidance resources and the misalignment between educational content and vocational requirements, both of which can impede the effectiveness of career development initiatives. These results indicate the necessity of integrating practical experiences and robust support systems into career planning education within academic institutions. Additionally, they underscore the need for academic programmes to be more closely aligned with labour market demands. Conclusion: The study presents valuable implications for educators, policymakers, and career advisors committed to equipping undergraduate students for successful career pathways.
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The Future of Higher Vocational Education Ecosystem in Shanxi Province, China
(2023-01-01)
Meng, Wanrong
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Tuntinakhongul, Ampapan
The aim of this study is to investigate the prospects of Shanxi's higher vocational education ecosystem. We conducted a collaborative study with 17 experts from Shanxi, China, using the Delphi technique to analyse the future development trends of higher vocational education in education administration. All experts were given a survey questionnaire consisting of 51 items. These projects are situated within the key dimensions of the Shanxi higher vocational education ecosystem. The seven dimensions are further categorised into the internal and external environments. The internal environment of an educational institution consists of students, teachers, management personnel, and other technical staff. The external environment encompasses various aspects, including politics, society, and the economy. The recommendations provided by these experts will have an impact on the policy-making process for the future development of higher vocational education in Shanxi Province.
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Components of Chinese Language Teacher’s Functional Competencies: A Confirmatory Factor Analysis
(2020-01-01)
Siewseng, Yaowatida
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Tuntinakhongul, Ampapan
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Tungkunanan, Pariyaporn
This quantitative study was aimed at factor analysis of Chinese language teacher’s functional competencies in Thai schools of Basic Education. The samples were collected with stratified random sampling technique, totaling 500 Chinese language teachers in schools of the Basic Education Commission, Ministry of Education in Thailand. The research instrument was the questionnaire with its reliability value of 0.96. The statistical analysis consisted of Confirmatory Factor Analysis (CFA), means (M), and standard deviation (S.D.). The data for analysis were the seven components of Chinese language teacher’s functional competencies including: 1) Chinese Curriculum and Curriculum Development; 2) Creation of a Conducive Classroom Environment; 3) Psychology of Learning; 4) Development of Teacher Professionalism; 5) Communication Skills and Knowledge; 6) Understanding of Multiculturalism; and 7) ICT for Instructional Media Production. The findings presented that the components of Chinese language teacher’s functional competencies correspond significantly with empirical data by a CFA (χ2-test=0.81, χ2 /df= 0.12, RMR=0.00, GFI=1.00, AGFI=0.99, RMSEA=0.00).

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