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Community-based water management competencies of agriculture and technology college teachers: A needs assessment
(2026-04-01)
Sarimanond, Ratchita
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Viriyavejakul, Chantana
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Pimdee, Paitoon
This research aims to study, assess, and prioritize the needs regarding learning competencies in community-based water management programs in Thai agriculture and technology college (CAT) instructors. The sample group was CAT teachers who participated in a training project to promote knowledge and learning competency in community-based water management. This Activity was part of the 2023 Royal Initiative Community-based Water Management Project. The sample group of 36 CAT water management instructors was obtained by purposive sampling. The research tool used was a needs assessment questionnaire. It is a 5-rating scale consisting of three aspects including knowledge (K), attitude (A), and practice (P). The index of item objective congruence (IOC) was 0.88, and the reliability of the questionnaire was 0.97. Data analysis used descriptive statistics, including the mean and standard deviation (SD), and analysis needs assessment with the modified PNI index value (PNI<inf>modified</inf>). The research results found that teachers have high expectations regarding learning competencies in water management, both individually and overall. In contrast, the Actual condition of both individual aspects and the overall picture is moderate to high. Moreover, for the needs assessment regarding teachers’ competencies in learning about water management, the aspect with the highest PNI value was cognitive competence (0.21), followed by practical competence (0.16) and affective competence (0.10).
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A systematic review on cultural context, time orientation, and power distance in ICT-mediated collaborative learning in higher education
(2026-01-01)
Zhai, Chunpeng
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Wibowo, Santoso
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Viriyavejakul, Chantana
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Rahman, Shaikh Sadik
Information and communication technologies (ICTs) encompass the use of digital tools including computers, mobile devices, online platforms, and interactive software for enhancing communication, learning, and productivity. Most studies focus on participation, communication, and learning experience, leaving a critical gap in understanding how intercultural constructs shape digital engagement and learning outcomes in multicultural ICT-mediated contexts. Many digital learning environments continue to reflect Western-centric assumptions about monochronic time management, communication patterns, and learner autonomy, which can marginalize students from high-context or polychronic cultural backgrounds. This systematic review examines three underrepresented cultural dimensions: Hall’s high- and low-context communication styles, which explain differences in direct and indirect communication; polychronic–monochronic time orientations, which explain differences in flexible and linear approaches to time; and Hofstede’s concept of power distance, which explains differences in expectations about authority and participation in ICT-supported higher education. The review seeks to identify the broader patterns through which these cultural factors influence access to information, digital literacy, communication, collaboration, and learning behavior in multicultural digital environments. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 22 relevant articles were retrieved from ProQuest, IEEE Xplore, ScienceDirect, Web of Science, and Google Scholar databases. The findings indicate that these cultural dimensions shape how students participate in ICT-supported learning, with many digital environments implicitly favoring low-context communication, monochronic time management, and low-power-distance interaction norms. This may place additional organizational and cognitive demands on students from other cultural orientations, although current evidence remains limited regarding whether culturally responsive adaptations improve academic performance as distinct from participation and learning experience.
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Cognitive Offload Instruction with Generative AI: A Quasi-Experimental Study on Critical Thinking Gains in English Writing
(2025-07-01)
Hong, Hui
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Vate-U-Lan, Poonsri
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Viriyavejakul, Chantana
This study explores the impact of generative AI-enabled cognitive offload instruction on the development of critical thinking skills in English essay writing among first-year university students. A quasi-experimental design was employed, comparing traditional instruction with an AI-augmented pedagogy that delegated lower-order writing tasks to generative AI tools, allowing students to focus on analysis, evaluation, and reflection. Over 12 weeks, 240 participants engaged in structured writing cycles involving AI brainstorming, individual critique, peer-AI co-revision, and reflective journaling. Results revealed that the AI-enabled cognitive offload group demonstrated significantly greater improvements in standardized critical thinking assessments and produced higher-quality essays in terms of logical coherence, evidence use, and originality. Mediation analysis indicated that cognitive offloading behavior partially explained the relationship between AI use and critical thinking gains. The findings suggest that when generative AI is integrated into pedagogy through deliberate scaffolding, it can enhance rather than hinder higher-order thinking. This study highlights the importance of balancing technological efficiency with instructional strategies that promote active engagement, metacognitive reflection, and collaborative learning. It offers practical implications for educators seeking to incorporate AI tools without compromising the development of essential cognitive skills, proposing that structured cognitive offload instruction can serve as an effective approach to fostering critical thinking in second-language writing contexts.
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Perceptions of the generative AI-enabled cognitive offload instruction in English writing
(2025-06-01)
Hong, Hui
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Vate-U-lan, Poonsri
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Viriyavejakul, Chantana
This study examines the students’ perceptions of the generative artificial intelligence (AI)-enabled cognitive offload instruction and its effectiveness in improving their critical thinking skills in writing English essays. This qualitative research collects data from 120 students through focus group discussions and is analyzed by Word Clouds to generate a visual representation of the word frequencies. The findings reveal that generative AI-enabled cognitive offload instruction had: i) an impact on critical thinking and writing skills; ii) effective features of Skywork, ability to generate relevant prompts and provide constructive feedback; iii) use of Skywork in developing stronger arguments; iv) promoting critical examination of different perspectives; v) interactive nature and motivation; vi) enhanced analytical skills; vii) impact on essay structuring and organization; viii) feedback and revision process; and ix) transferability of critical thinking skills. This study concludes that the highest frequency was Skywork, ability, writing, feedback, evidence, skills, thinking, arguments, essays, and peers. Students recommend in-depth explanations for complex topics, advanced tutorials, regular updates, collaboration features, advanced modules, and personalized learning paces to enhance Skyworks’s integration into instruction.
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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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NEXUS MODELING OF TRAINEES’ SATISFACTION IN A SCIENTIFIC WRITING CONTEXT: AN EMPIRICAL INVESTIGATION
(2025-01-01)
Pusvitasari, Rita
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Viriyavejakul, Chantana
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Sumettikoon, Piyapong
Purpose – Scientific writing is one primary way scientists disseminate their discoveries to the broader scientific community. International journals’ extensive scope and stringent peer review procedures have earned them the gold standard for academic publications. However, writing in reputable international journals and publishing them is no easy task. This prompted various online courses to assist researchers in overcoming writing obstacles and raising the caliber of their work to the point where it is acceptable for publication in esteemed publications. The study had two goals: (i) to investigate the correlations between perceived self-efficacy, enjoyment, motivation for courses, online course design, time management, Technology Acceptance Model (TAM), and satisfaction with E-courses, and (ii) to examine whether the motivation for courses and perceived self-efficacy moderate time management. Methodology – This study employed a quantitative approach and randomly selected 184 trainees from Indonesia who took online courses for scientific writing. The questionnaire to gather the quantitative data used a five-point Likert scale format. Descriptive statistics were obtained using IBM’s SPSS 25 statistical software. The statistical program Smart-PLS 3.0 was used to handle the data analysis, and it used structural equation modeling to assess the measurement model and test the hypotheses. Findings – The measuring methodology supported the study constructs' convergent and discriminant validity. Three factors directly impacted Indonesian trainees' perceptions of the ease of use of e-courses: perceived self-efficacy, enjoyment, and online course design. Furthermore, there was a negative and significant moderating effect on motivation and the relationship between time management and perceived enjoyment. However, the relationship between online course design and time management was positively moderated by perceived self-efficacy. It was found that 69.9% of the variance in online course satisfaction could be explained by exogenous factors, such as perceived self-efficacy, enjoyment, and online course design, influencing perceived ease of use. Significance – E-courses in scientific writing assist in improving writing and getting published in reputable journals. Apart from enhancing the academic quality of one’s writing, they helped in networking and gaining a reputation abroad. Besides, it encourages Indonesian researchers and the Indonesian Ministry of Education, Culture, Research, and Technology to develop a more evidence based national development framework that serves as a basis for more effective policy development and decision-making. The impact of perceived self-efficacy on perceived usefulness was found to be negligible. On the other hand, perceived usefulness and simplicity were positively and directly impacted by both perceived enjoyment and online course design. The TAM was not significantly affected by course motivation, although time management was. The satisfaction of trainees was also positively and indirectly impacted by the following four external factors: perceived self-efficacy, perceived enjoyment, course motivation, and online course design.
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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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Creation of an Employability Skills of Students Enhancement Model for Music School Students in Shanxi Province
(2024-01-01)
Xin, Jianfang
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Viriyavejakul, Chantana
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Sumettikoon, Piyapong
Purpose: This study examines the development of employability skills among music school students in Shanxi Province, China, with the objective of elucidating the multifaceted dimensions essential for success within regional music education. Anchored in adult learning and experiential education theories, the research investigates the interplay between technical proficiency, creativity, communication, adaptability, and business acumen. Utilizing a qualitative methodology, this study engages with music students, educators, and industry professionals to unravel the nuances of skills development. Method: The study employs a qualitative design, utilizing semi-structured interviews to capture the lived experiences and perspectives of key stakeholders within Shanxi's music education ecosystem. The sample consists of music school students, educators, and industry professionals, selected through purposive sampling. Data collection involves conducting in-depth interviews, with thematic analysis applied to distil key patterns and insights. Findings: Preliminary findings underscore the significance of technical proficiency, creativity, communication, and business acumen as essential components of employability skills among students. The study reveals distinct nuances within the Shanxi music industry, highlighting the necessity for a tailored model that integrates technical training with business education and real-world experiences. Originality/Significance: This research advances the existing literature by addressing the gap in tailored models for music school students in Shanxi Province. Its originality stems from its focus on the contextualized development of employability skills, providing insights into the specific demands of the regional music industry. The findings are expected to inform curriculum design, industry collaborations, and policy initiatives, promoting a paradigm shift in music education towards a holistic and region-specific approach.
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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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Study on Learner Comprehensive Evaluation Model Driven by Multi-Source Process Data
(2023-01-01)
Hong, Hui
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Viriyavejakul, Chantana
It is of great significance to develop an effective multimedia network education platform. This paper aims to build an analysis and evaluation model of online learning behavior based on formative evaluation. The system is divided into three modules: behavior acquisition, behavior statistical analysis and learning analysis. The study of online learning behavior is a part of online education research. It is an important basis for designing adaptive network learning platform and learning resources. By learning the characteristics of the analyst process, such as time management, interference control, attention retention and content processing strategies. The research shows that based on the analysis of common quantitative parameters of online learning behavior, the effectiveness of the model in supporting students’ reading evaluation and reflection has been verified. People have a clearer and deeper understanding of online learning behavior. This study is an effective evaluation of the development of effective educational resources, the organization of teaching and teaching courses, and the effective evaluation of learning resources and learners.

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