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Design-Based Learning and Students’ Study Engagement and Design Thinking Competence: A Study Based on the Job Demands–Resources Theory
(2026-07-01)
Li, Zhaodi
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Joy, Mike
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Li, Dan
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Sitthiworachart, Jirarat
Despite many design-based learning (DBL) studies, longitudinal evidence on how course demands and resources shape design thinking competence (DTC) via study engagement remains scarce. Building on the job demands–resources (JD–R) theory, this study aims to examine whether program demands (project characteristics) and program resources (the role of the teacher, assessment, and social context) promote study engagement, which in turn predicts DTC. We conducted a three-wave (T1/T2/T3) longitudinal survey at Weeks 1, 5, and 8 in a user interface (UI) design course in China (N = 166). T1 collected demographics and prior UI experience (covariates), T2 measured program demands, program resources, and study engagement, and T3 measured DTC. Data were analysed using structural equation modelling (SEM) with bootstrapped indirect effects. Program demands (project characteristics) positively predicted study engagement (β = 0.174, p = 0.020). Among program resources, the role of the teacher (β = 0.313, p < 0.001), assessment (β = 0.280, p < 0.001), and social context (β = 0.253, p = 0.009) were significant, and study engagement positively predicted DTC (β = 0.535, p < 0.001). Direct paths from program demands and resources to DTC were non-significant, while all indirect effects via study engagement were significant. In DBL, a well-calibrated configuration of program demands and resources energized study engagement, which subsequently fostered DTC.
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SELF-DIRECTED BLENDED LEARNING MODEL ON EMOTIONAL INTELLIGENCE AND ACHIEVEMENT
(2026-01-04)
Liu, Fang
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Sriwisathiyakun, Kanyarat
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Petsangsri, Sirirat
In the era of advancing globalization, developing emotional intelligence (EI) has become essential for adolescents to manage emotional stress, build social relationships, and adapt to changing environments. This study developed a Self-Directed Blended Learning (SDBL) model incorporating Intangible Cultural Heritage music to enhance students' EI and academic achievement. The research was conducted in two phases: First, the SDBL model was designed and validated, consisting of five components (setting learning targets, planning, gathering information, online and offline learning activities, and post-lesson reflection). Five education experts evaluated the model using a 5-point Likert scale, yielding an average score of 4.84, confirming its pedagogical quality. Second, the teaching experiment was conducted at Taiyuan University of Science and Technology. A total of 112 non-music undergraduate students, who voluntarily enrolled in the Shanxi Intangible Cultural Heritage Music Appreciation course, participated in the study. The students were randomly divided into an experimental group and a control group, with 56 students in each. After the intervention, both groups completed post-tests to measure their emotional intelligence and academic achievement. Emotional intelligence was assessed using a revised 25-item version of the Schutte Self-Report Emotional Intelligence Test (SSEIT). Five experts evaluated the test's content validity using the Item-Objective Congruence (IOC) method, with scores ranging from 0.6 to 1. Academic achievement was measured using test items from a nationally recognized Intangible Cultural Heritage (ICH) database maintained by the Chinese government. Five experts reviewed these items, and their IOC scores ranged from 0.8 to 1.0. The collected data were analyzed using t-tests and MANOVA. The results showed that the experimental group performed significantly better than the control group in both emotional intelligence and academic achievement. Additionally, a positive correlation was found between the two variables. The findings demonstrate that SDBL model incorporating Intangible Cultural Heritage music can enhance EI and academic achievement while simultaneously developing cognitive and emotional competencies, offering an innovative solution for preparing students to meet future challenges.
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University lecturers’ perceptions on digital transformation and knowledge management for teaching innovation
(2026-01-01)
Songkram, Noawanit
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Shidiq, Galih Albarra
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Winarto
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Taweejamsup, Suphasit
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Songkram, Nutthakorn
This study used the qualitative design to investigate the perceptions of 33 university lecturers through semi-structured interviews and observations conducted after a professional development program in Indonesia. Thematic analysis discovered three interconnected dimensions shaping innovation in teaching: (1) supportive institutional environments that promote responsible behaviour, teamwork, and collaboration; (2) acquisition and application of new knowledge through digital tools and collegial learning; and (3) integration of technological innovation to improve teaching efficiency, creativity, and multidisciplinary engagement. The findings indicate that effective knowledge management enhances lecturers’ ability to adapt digital pedagogies, share expertise, and sustain innovation practices. The implications of this study include developing professional learning communities, improving digital literacy programs, and aligning institutional policies to support innovation in teaching. These insights extend global understanding of how universities in emerging contexts can strategically integrate technology and knowledge management to advance educational innovation.
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Advancing higher education students’ self-efficacy and achievement through self-directed learning integrated with the BOPPPS model
(2025-01-01)
Yang, Yuming
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Sriwisathiyakun, Kanyarat
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Ratanaolarn, Thanin
As higher education increasingly prioritizes students’ self-directed learning (SDL) capabilities, enhancing self-efficacy has become a vital aspect of their development. This study investigated the effects of an integrated SDL-BOPPPS (Bridge-in, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) model on students’ self-efficacy and academic achievement utilizing a quasi-experimental design. The SDL-BOPPPS model received an average rating of 4.55 from five experts on a 5-point Likert scale, indicating that its quality met the teaching standards. In the quasi-experimental research, ninety students from The Open University of China were randomly assigned to experimental and control groups. The SDL-BOPPPS model was implemented in the experimental group over six weeks, structured around five stages: target setting, plan design, information collection, learning activity implementation, and reflection. Descriptive statistics and independent samples t-tests were employed for data analysis. The results revealed that students in the experimental group exhibited significantly higher levels of self-efficacy and achievement compared to those in the control group. These findings highlight the effectiveness of the SDL-BOPPPS model in enhancing self-efficacy and academic performance while providing new insights for integrating innovative teaching models into higher education contexts.
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Flipped Classroom Approach for the Development of Thinking Skills and the Fostering of Student Engagement
(2023-01-01)
Sitthiworachart, Jirarat
This study investigated students' perceptions of a flipped classroom approach to develop thinking skills and to foster student engagement in a culture and language for teachers course at a large university in Thailand. This strategy aimed at improving teaching quality and learning efficiency. Forty-one undergraduate students participated in this study and were divided into two groups (good and poor student ability groups). Mixed methods research was adopted, using a questionnaire and interview to understand the effectiveness and students' perspectives of the flipped classroom approach. The results showed that the flipped classroom approach enhanced students' thinking skills, and increased student engagement. It contributed positively to the students' learning experience, although they preferred the passive learning in the traditional classroom. The results of the paired-samples t-Test suggested that a good student ability group could be successfully engaged using the flipped classroom approach.
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Development of a university innovation ecosystem assessment model for Association of Southeast Asian Nations universities
(2022-12-01)
Chaipongpati, Jirawan
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Thawesaengskulthai, Natcha
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Koiwanit, Jarotwan
Universities are centres of innovation and technology transfer, and they play a particularly strong role in the countries of the Association of Southeast Asian Nations (ASEAN) with developing technology programs. However, there are only a few assessment tools for evaluating a university’s innovation ecosystem, and these tools are frequently lacking either in terms of process orientation or in other gaps. The objective of this research was to develop a model of an innovation ecosystem for an ASEAN university and to identify the relative importance of each factor. A multi-method approach was used. In the Stage 1 research, a Delphi study of ASEAN-based university innovation experts (n = 40) was conducted. This research resulted in a preliminary assessment tool. This tool was then evaluated through a broader survey of university innovation experts in ASEAN (n = 418). The data were analysed using confirmatory factor analysis. The results identified a total of 21 innovation areas in four role-based domains: Leaders and Governors, Educators, Innovators and Connectors. The resulting assessment instrument is suitable for use in university innovation ecosystem development and policy making.
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Technology-Supported Active Learning in a Flexible Teaching Space
(2022-09-01)
Sitthiworachart, Jirarat
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Joy, Mike
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King, Emma
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Sinclair, Jane
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Foss, Jonathan
Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to address this. The authors’ university has provided an experimental technology-rich teaching space (the Teaching Grid) for supporting teachers as they experiment with the delivery of innovative, technology-based teaching. This study investigates teachers’ experiences of trialling active learning approaches within the Teaching Grid using four case studies. The results suggest that the Teaching Grid can be effectively used to support teacher professional development, and the experience of using the facility encourages teachers to integrate technology into their future teaching plans. Five factors are identified which contribute to the promotion of active learning. Teachers’ perceptions of their experience indicate not only the intention to use technology more but also an increased awareness of its potential and openness to adopt more active, student-focused approaches. The broader significance of this work is to identify an alternative model for teacher development which, in contrast to most current approaches, has a demonstrable positive impact on fostering innovative, technology-based pedagogy.
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PAD Class-A New Teaching Mode of Online and Offline in China: A systematic review of the literature
(2021-01-01)
Ding, Lihong
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Sitthiworachart, Jirarat
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Joy, Professor Mike
With the passage of time and advances in educational technology, Chinese students are increasingly unwilling to accept traditional teaching modes. PAD paradigm is a relatively novel teaching model proposed in the field of education in China in recent years. This paper takes 938 journal literatures about PAD class published from 2014 to June 2018 CNKI which is the acronym of China National Knowledge Infrastructure. It includes China knowledge resource database, digital publishing platform and literature data evaluation, that educational uses of PAD as the research object, combs and studies the literatures about PAD class on Chinese CNKI, and using qualitative and quantitative methods, focusing on four Research Questions (RQ) were reviewed and analyzes and reflects on the distribution of articles published by PAD Class on CNKI, the authors, the characteristics of PAD Class, and the challenges it faces now and in the future. It is found that the number of articles has increased rapidly in recent years, and the research institutions, research topics and research methods are diversified. However, some studies are superficial and lack of depth, and some topics have not been deeply explored. Through analysis, this paper finds out the enlightenment of these studies to future education and teaching. Based on PAD class, it expounds the effectiveness of PAD course in improving students' active learning ability. The research results show that since 2014, with the emergence and application of PAD class paradigm, the biggest advantage of PAD classroom is that it can promote the improvement of classroom efficiency.
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A Model of Engineering Education for Innovation
(2018-09-17)
Sunthonkanokpong, Wisuit
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Murphy, Elizabeth
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Tuntrakool, Sunti
The purpose of this paper is to present implications of innovation for Engineering Education (EE) and research. The specific objectives are as follows: Analyze innovation policies from India, Malaysia, Thailand, Korea and the Association of South-East Nations (ASEAN): Identify common themes between policies; determine implications for EE for Innovation (EEFI); create a model of EEFI; determine implications for EEFI research. Analysis of the policies led to the identification of seven themes: prosperity, humanity, inclusivity, capacity, sustainability, inquiry, and community. These themes guided the creation of a model of EEFI. The model consists of four principal bases: learner-based; STEM + AE-based, problem-based and; project-based. Learner-based focuses on what engineers are in terms of their personal and professional competencies. STEM + AE are a reminder that engineers must be more than technicians, well-versed in STEM. Their education needs to include the arts and entrepreneurship. The problem base refers to EEFI activity being driven by complex, authentic, ill-structured challenges, problems and issues that have a social as well as a technical character. The project-base involves collaborative efforts to find answers to questions and create solutions to problems and challenges. Implications for research highlight a range of approaches to researching EEFI from quantitative surveys of perceptions of participants to complex research designs whereby engineers in training are collaboratively solving real problems in communities.

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