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    Urban Branding Through Cultural–Creative Tourism: A Review of Youth Engagement for Sustainable Development
    (2025-06-01)
    Kasemsarn, Kittichai
    ;
    Sawadsri, Antika
    ;
    Kritsanaphan, Amorn
    ;
    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.