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Evaluating the Impact of Sufficiency Economy Philosophy on Sustainable Innovation: A Data-Driven Analysis
(2024-12-01)
Rungruang, Thanachai
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Tanitteerapan, Tanes
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Jitgarun, Kalayanee
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Sunthonkanokpong, Wisuit
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Leekitchwatana, Punnee
This study investigates the factors affecting sustainable innovation within Thailand's Provincial Electricity Authority, a nonprofit organization committed to sustainable energy solutions. With a focus on the Sufficiency Economy Philosophy as a developmental framework, the study examines how SEP principles of moderation, prudence, and resilience contribute to reducing greenhouse gas (GHG) emissions and achieving Sustainable Development Goals (SDGs). The research adopts a quantitative approach to analyze how SEP influences SI in PEA's operations alongside internal and external factors like disruptive leadership, digital transformation, and national sustainability initiatives. Through a series of correlation and regression analyses, the study identifies SEP as a critical component in fostering SI, with values of virtue, risk management, and informed decision-making emerging as influential elements. The findings indicate that integrating SEP's balanced approach to production and consumption facilitates organizational resilience, enabling the PEA to navigate internal and external shocks effectively. Furthermore, the results underscore the necessity of a holistic framework where internal initiatives align with broader cultural and ecological goals. The study highlights SEP's applicability beyond the energy sector, as seen in sustainable efforts in regions like Krabi and Koh Samui, which exemplify SEP-driven approaches toward low-carbon transitions. By leveraging SEP’s sufficiency principles, organizations can strengthen sustainable practices contributing to Thailand's environmental and social well-being. The research calls for further exploration into SEP’s role across sectors, positing that SEP could be a foundational pillar alongside economic, social, and environmental dimensions to drive sustainable innovation across diverse contexts.
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Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms
(2024-04-15)
Pimdee, Paitoon
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Sukkamart, Aukkapong
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Nantha, Cherisa
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Kantathanawat, Thiyaporn
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Leekitchwatana, Punnee
The study aimed to develop a learning model that enhances Thai student-teacher problem-solving skills (PSS) and academic achievement (AA) through a blended problem-based learning (PBL) approach in online flipped classrooms. Phase 1 consisted of the design of the Flipped PARSER (problem-attempt-research-solutions-evaluation-reflect) Model (FPM) through the study of documentation and research. Phase 2 involved using nine experts to assist with the model's development and evaluation using in-depth interviews and content analysis. Phase 3 involved the application and use of the FPM by 30 student-teachers, from which their AA, PSS, and satisfaction were evaluated against the control group of 31 participants. The results from the nine experts' input on the FPM design were significant. Instructor activities included selecting content, media, materials, and their design and development. Other components included learning activities, tools, lesson delivery, and evaluation. Also, PBL methods were again confirmed as an instrumental pedagogy in teaching PSS. When combined with online learning and flipped classrooms, the study's results were higher than those using traditional classroom methods. The study contributes to the literature by determining that online teaching models effectively teach PSS and raise AA scores.
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Qualifications Framework of Essential Learning Outcomes for Computer Innovation and Digital Industry Professionals
(2023-02-01)
Suwanroj, Thamasan
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Saeung, Orawan
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Leekitchwatana, Punnee
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Kaewkamjan, Kanaporn
This research aimed to study and analyze the factors of the qualification framework of essential learning outcomes for computer innovation and digital industry professionals. The factors consisted of indicators of essential competencies for undergraduates under the professional qualifications of Computer Innovation and Digital Industry Major based on the context of Nakhon Si Thammarat Rajabhat University (NSTRU). The sample group consisted of all teachers and experts in Computer Science, Computer Engineering, Software Engineering, Information Technology, Business Computer, and Computer Education, covering all undergraduate programs from public institutions of higher education across Thailand. The research instrument was the questionnaire about factors of the qualifications framework of essential learning outcomes for undergraduates in Computer Innovation and Digital Industry Major. The questionnaire used five levels of a rating scale. Content validity and reliability for the scale were 0.96–1.00, and the content validity and reliability for the factor were 0.97–0.99. Second-order confirmatory factor analysis (CFA) was employed for data analysis. The research discovered new knowledge on the list of essential competencies for undergraduates under five factors of the qualifications framework of learning outcomes with 24 indicators. These 24 indicators were separated for each factor: six for Ethical and Moral Development and Knowledge, four for Cognitive Skills, Interpersonal, and Responsibility, Numerical Analysis, and Communication and Information Technology skills, respectively.
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The Development of Professional Competency Test in Knowledge and Cognitive Skill for Computer Innovation and Digital Industry
(2023-01-01)
Suwanroj, Thamasan
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Saeung, Orawan
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Leekitchwatana, Punnee
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Kaewkamjan, Kanaporn
—This research aimed to 1) analyze the content of professional competencies, 2) create the professional competency test, and 3) check the quality of the professional competency test. The operation method was composed of three steps: 1) five experts (set 1) analyzed the qualitative data of the professional competencies, 2) five experts (set 2) built the professional competency test, and 3) experts (set 3) checked the quality of the professional competency test, and then two trials of the test were performed. The research showed that 1) the content analysis of professional competencies found ten indicators: six for knowledge and four for cognitive skills, including 100 issues of the required measurement list. A test with 100 items covered the course descriptions of seventeen subjects in five curriculum groups. 2) The creation result found the professional competency test, five multiple-choice questions. The respondents got one point when they answered correctly and no point when they answered incorrectly. The test comprised 100 items in two aspects: 57 items for knowledge and 43 for cognitive skills. 3) The result of the quality check revealed that the professional competency test was good. It had a good level of content validity (IOC = 0.80-1.00). Its difficulty was appropriate (p = 0.25-0.78). The discrimination was good (r = 0.44-0.96). There was validity with a good level of internal consistency (α = 0.87), and it had good construct validity (x2-Sig = 0.25, RMSEA = 0.03, RMR = 0.02 and AGFI = 0.97), (ρc = 0.97-0.98). This test can be used as a quality tool to measure the professional competency test in knowledge and cognitive skills for Computer Innovation and Digital Industry.
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Predicting student-teacher self-directed learning using intrinsic and extrinsic factors: a Theory of Planned Behavior adoption
(2023-01-01)
Sukkamart, Aukkapong
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Pimdee, Paitoon
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Leekitchwatana, Punnee
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Kongpiboon, Watcharin
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Kantathanawat, Thiyaporn
Introduction: This study set out to develop a model that illustrates the causal relationship between factors influencing Thai student-teacher self-directed learning (SDL). To achieve this, the authors analyzed and applied the Theory of Planned Behavior (TPB) to investigate the role of family support, teacher support, friend support, fellow students, and the university in influencing SDL. Methods: The research used a sample of 468 student-teachers from five academic majors randomly selected from the King Mongkut’s Institute of Technology Ladkrabang (KMITL) Bachelor of Industrial Education Program during the 2021 academic year. The authors developed a questionnaire which was evaluated from both a panel of experts and a 30 student-teacher pilot test which found that item reliability was acceptable. LISREL 9.10 was used to analyze the data from the study’s structural equation model path analysis. Results: The results revealed that all the causal variables in the model positively influenced SDL, explaining the variance of influencing factors on SDL (R2) at 51%. SDL comprised five variables, when ranked in order of importance these were fellow students (FSt), teacher support (TS), family support (FS), friend support (FrS), and their university (Uni). The study also highlighted issues concerning each student-teacher’s learning time management ability and their perception of the university’s ability/willingness to allow each individual to choose their course, thus enhancing their SDL learning ability skills. Discussion: It was speculated that some university educators even today perceive SDL as an adult education tool which they perceive is not appropriate at the university level. The authors also felt that for younger student-teachers that the COVID-19 medical emergency limited teacher/student/university interaction, thus contributing to student misconceptions about support availability. This study contributes significantly to the literature by investigating how TPB intrinsic and extrinsic factors impact a university student’s self-directed learning.
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Appropriate Internet Use Behavior (AIUB) of Thai Preservice Teachers: A Hierarchical Linear Model (HLM) Analysis
(2022-01-01)
Pimdee, Paitoon
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Leekitchwatana, Punnee
This study reports on Thai preservice teachers' appropriate Internet use behavior (AIUB) in 30 tertiary institutions across Thailand. The sample used both multistage random sampling and stratified random sampling to select the study s 1,800 participants which were grouped into two academic disciplines related to information and communications technology (ICT) and non-ICT disciplines. A questionnaire was used to identify both the internal and external factors, in which item reliability was judged to be 0.83-0.92. The HLM 7 software program was used to analyze the two-Tiered linear model on pre-service teacher AIUB. Three types of two-Tier models were evaluated, one with a dependent variable, a second model with student-level independent variables, and a third model using independent variables at both the student level and the school level. Data were analyzed employing average statistics () and standard deviation using IBM SPSS Version 21 software. The HLM 7 software was used for the analysis of the three HLMs classified by ICT and non-ICT disciplines. Results revealed that each preservice teacher's abilities, characteristics, home/family situation, and their friends/classmates were predictive parameters that influenced the models, confirming the importance of these four variables in positively influencing pre-service teacher AIUB.
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An Analysis Of Thai Student Teacher Appropriate Internet Use Behaviour
(2021-01-01)
Leekitchwatana, Punnee
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Pimdee, Paitoon
The goals of this research were to analyse and develop a Hierarchical Linear Model (HLM) of appropriate Internet use behaviour of Thai student teachers. The sample group consisted of 1,800 student teachers studying for their bachelor’s degree at 30 Thai government educational institutions. The research tool used was a questionnaire with content validity and reliability at 0.83 – 0.92. Mean, standard deviation (S.D.), and HLM were used to analyse the data. The findings revealed that appropriate Internet use behaviour in Thai student teachers was at a high level. Additionally, the HLM for appropriate Internet use behaviour for Thai student teachers consisted of two levels of predictor variables. The first level was the student teacher level, in which six of the hypothesized nine predictor variables had statistical significance. Five had a positive effect, which included ability, affect, family situation, gender, and GPA, while one variable had a negative effect, which was income. The second level was the institutional level, which contained two predictor variables with statistical significance, friends and educational institution situation, with both having positive effects. Friends had a direct effect on behaviour at the educational institution level, while educational institution situation had an effect through ability.
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A Problem-Based Learning (PBL) and Teaching Model using a Cloud-Based Constructivist Learning Environment to Enhance Thai Undergraduate Creative Thinking and Digital Media Skills
(2021-01-01)
Srikan, Parawee
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Pimdee, Paitoon
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Leekitchwatana, Punnee
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Narabin, Akan
The objective of this research was to develop a Problem-Based Learning (PBL) Model which used a cloud-based constructivist learning environment to enhance Thai undergraduate creative thinking and digital media skills. Initially using a mixed-methods approach, a five-step model was conceptualized. Thereafter, a panel of five academic experts gave input into the model’s design from which the model was expanded to include six related learning environments. The instrument used in the research was a problem-based assessment form. Data collection was carried out utilizing group chats and analyzed using descriptive statistics including the mean and standard deviation. The results of the study revealed that the initial model contained five steps including (1) problem identification, (2) problem analysis, (3) research, (4) presentations, and (5) summary and evaluation, which is integrated into the model’s additional six learning environment elements. These six learning environments were (1) problem-based, (2) resources, (3) cognitive tools, (4) collaboration, (5) scaffolding, and finally, (6) coaching. When applying the proposed model and related environments, there was a consensus from the experts that the model had excellent suitability and can be used as a model for teaching and learning at the bachelor’s degree level.
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Structural equation modeling of teaching behavior in internet use of teachers in Thailand
(2019-11-01)
Pimdee, Paitoon
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Leekitchwatana, Punnee
At present, instruction via the internet is a challenge for teachers. Many teachers have changed their teaching behavior (TB) from a conventional style into a style of teaching via the internet. For this reason, this research had the objective to develop a structural equation model (SEM) of TB in internet use of lower secondary (LS) school teachers, classified according to school size. The developed SEM model of TB in internet use of LS school teachers had validity that was congruent to the empirical data of every model with good criteria of all goodness of fit indices. The model was composed of 8 latent variables from 24 observed variables. All causal variables in the model had a positive direct effect on TB in internet use, and these were able to explain the variation in TB in a large sized school, a very large sized school, and an extra-large sized school, with 99, 100, and 92, respectively.
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Confirmatory factor analysis of the essential digital competencies for undergraduate students in thai higher education institutions
(2019-01-01)
Suwanroj, Thamasan
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Leekitchwatana, Punnee
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Pimdee, Paitoon
The purpose of this descriptive study was to apply 2nd order confirmatory factor analysis (CFA) and structural relationship models to identify the digital competency components essential to undergraduate students in Thai higher education institutions. The sample comprised 1,126 specialists in Information Technology, Computer Technology, Computer Education, Computer Science, and Computer Engineering working in public higher education instructions throughout the country. The selection was the result of multi-stage random sampling from 76 public higher education instructions that offer undergraduate education. The instrument was a questionnaire form on essential digital competency components for undergraduate students in higher education institutions. The question items employed a 7-point Likert scale and showed Cronbach's alpha values for the content validity and reliability at a range of.93-.97 per domain and .87-.99 per component. The data were analyzed using descriptive statistics for general data and 2nd Order CFA analysis. The findings revealed that from 24 observed variables, there were 7 competency components.: 1) Fundamental of digital; 2) Accessing digital information; 3) Using digital information; 4) Creating digital information and media; 5) Communicating digital information; 6) Managing digital information; and 7) Evaluating digital information. The discovery from this study was substantially constructive for Thai higher education institutions as it could be used to design an essential digital competency framework of the 21st century.

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