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Generative AI–mediated scaffolds for enhanced critical thinking in EFL writing
(2025-01-01)
Hong, Hui
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Vate-U-lan, Poonsri
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Viriyavejakul, Chantana
Generative AI tools present new opportunities for enhancing critical thinking (CT) in English as a Foreign Language (EFL) writing instruction. This study investigates how the structured integration of these technologies could support the development of CT skills, particularly in vocational education contexts. An eight-week multiple-case action research design was conducted across three vocational colleges, involving 92 students engaged in iterative writing and revision cycles guided by the GenAI-CT framework. This pedagogical model draws on Bloom’s taxonomy, Vygotsky’s Zone of Proximal Development, and cognitive apprenticeship theory to scaffold learners through increasingly complex reasoning tasks. Data were collected from student essays, AI interaction logs, reflective journals, and classroom observations. Mixed-methods analysis revealed statistically significant gains across all CT dimensions (p<.001). Thematic findings indicated notable increases in analytical depth, metacognitive reflection, and evaluative judgment. Variations across cases underscored the influence of disciplinary focus and instructional mediation styles. These results demonstrate that generative AI, when embedded in intentional pedagogical structures, can foster cognitive engagement rather than superficial automation. The GenAI-CT framework offers a replicable model for integrating AI in applied language and communication instruction, supporting educators in cultivating critical thinking through technology-enhanced learning environments.
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Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment
(2022-05-01)
Wannapiroon, Naphong
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Pimdee, Paitoon
Qualitative and quantitative research methods were undertaken to examine and develop a digitally based virtual classroom learning environment (VCLE) for Thai undergraduate students’ creative thinking and innovation enhancement in science, technology, engineering, arts, and math (STEM/STEAM) disciplines. The research methodology was divided into two phases, including the synthesis and then the design of the VCLE. Also, in addition to the study’s authors, nine experts were used for the model’s development and another ten for its assessment (19 total). From their in-depth interviews and subsequent content analysis, their input of the proposed STEAM-ification process was synthesized and the data analyzed. The results revealed that the VCLE design should begin with a face-to-face, classroom learning environment in which the ‘gamification’ mechanisms were introduced and examined. This was then reinforced by moving the gamification process online outside of the classroom. Furthermore, five VCLE STEAM-ification steps were found to be particularly useful for enhancing creative thinking and student innovation. These included investigation, discovery, connections, creativity, and reflection. Moreover, we identified the gamification process as consisting of three main components. These were the ‘game mechanics,' the ‘game dynamics,' and ‘player emotions’. The ten experts agreed that the VCLE STEAM-ification creativity and innovation (C & I) process was appropriate at an ‘excellent’ level (x¯ = 4.68, S. D. = 0.47), which has great potential in the development of Thai undergraduate student C & I skills. Also, when undertaken correctly, innovation and motivation to learn are also outcomes from both VCLE and gamification applications. Thus, when students undertook study with the VCLE STEAM-ification format, they were found to achieve higher levels of creativity and innovation than students who studied using the traditional teaching plan. These results were found to be statistically significant at the.01 level.
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Developing Student Creative Problem-Solving Skills (CPSS) Using Online Digital Storytelling: A Training Course Development Method
(2022-01-01)
Khamcharoen, Nipaporn
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Kantathanawat, Thiyaporn
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Sukkamart, Aukkapong
This study set out to research and evaluate the needs in developing creative problem-solving skills (CPSS) of undergraduate students through developing and evaluating a digital storytelling process using Padlet. The sampling process used simple random sampling to select 332 teachers from 83 schools in Bangkok. The data was collected using a needs assessment questionnaire, training course questionnaire, and satisfaction questionnaire. Descriptive statistics used for the analysis included frequency, percentage, mean (x̄ ), and standard deviation (SD). The data collected were mean scores of expert validity testing and student inter-rater reliability testing. The assessment evaluated student satisfaction toward the CPSS training course using 30 students in the Computer Education Program at Dhonburi Rajabhat University's Faculty of Education in Thailand. The findings revealed that of the four aspects identified for developing undergraduate CPSS, elaboration was at the top of the priority of needs (PNI<inf>Modified</inf> = 0.20). This was followed by originality and flexibility (PNI<inf>Modified</inf> = 0.19). Finally, was fluency (PNI<inf>Modified</inf> = 0.18). Also, analysis of the prospective condition was ranked ‘high’ across all four aspects with an average of x̄= 4.38 SD = 0.06. Further analysis of the real condition showed that all four aspects had an average of x̄= 3.67, SD = 0.06. The study contributes to the literature in that it demonstrated that correctly developed and implemented undergraduate student CPSS can increase significantly. This fact is critical in knowing as a nation’s future depends on its workforce and leaders having CPSS
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Critical thinking skill development: Analysis of a new learning management model for Thai high schools
(2018-01-01)
Changwong, Ken
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Sukkamart, Aukkapong
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Sisan, Boonchan
Under the vision outlined in Thailand 4.0, critical thinking skills have become one of the key pillars of a new, knowledge-based economy. However, the 2015 Thailand Research Fund study that evaluated the logical thinking and analytical skills of 6,235 students in ten provinces of Thailand, found that the average score was 36.5%, with only 2.09% of all students passing. Recognizing the severity of the crisis, nine experts met in August 2017 as a focus group and were tasked by the researchers to help with the development of a new critical thinking learning management model. From this, a five-step learning management model was conceptualized, which the authors called the ‘PUSCU Model’. By means of cluster random sampling, 69 students were selected, from which two sub-groups were formed. One group of 35 experimental studies students, and one group consisting of 34 traditional learning students. The PUSCU model was tested for 16 weeks, from November 2016 through February 2017. The Statistical Package for the Social Sciences (SPSS) 21 software was used to conduct a one-way Multivariate Analysis Of Variance (MANOVA) to determine whether there were any differences between the control and the experimental groups. The results indicated that the experimental group had higher average scores in terms of critical thinking ability and academic achievement, and its members were satisfied with a high level of the model performance, particularly, with the instructor’s use of the developed learning materials.
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The development of structural equation model of critical thinking among nursing students
(2017-01-01)
Srisawad, Kanjana
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Ratana-Olarn, Thanin
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Kiddee, Krissana
These were to study the critical thinking of nursing students, and to develop and check the goodness of fit of the Structural Equation Model of critical thinking among nursing students, which was compared with an empirical data set. There were 549 first year nursing students. Multi-stage random sampling was used in this research, by cluster random sampling from 20 private higher education institutions that provide nursing courses, comprising 25 percent, and random sampling 5 private higher education institutions, in order to gain 549 samples for this study. These were critical thinking questionnaires and variable effects of critical thinking questionnaires. The data was analyzed by descriptive statistics and the Structural Equation Model. This research indicated that the goodness of fit test of the Structural Equation Model of critical thinking among nursing students was applicable. The results showed the following statistical values: Chi-square = 284.895, df = 248, p-value = 0.054, RMSEA = 0.016, RMR = 0.009, GFI = 0.968, CFI = 0.997 and χ<sup>2</sup>/df = 1.149; this indicated that the Structural Equation Model goodness of fit matched the empirical data quite well. The Self Efficiency, Emotional Intelligence, and Learning Style variables had positively direct effects on critical thinking (b = 0.371, 0.370 and 0.376). The Internal Locus of Control had a negatively direct effect on critical thinking (b = −0.120). In conclusion, in theoretical and practical teaching, nursing academies should promote critical thinking among nursing students by using the following variables: self-efficiency, emotional intelligence, learning style, and internal locus of control. This model should be used to develop complementary courses on critical thinking for nursing students.

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