Journal of Education Yala Rajabhat University

Policies and Directions for Graduate Education in Thailand

2026-01-08T12:05:01+07:00

Amidst the dynamics of change in the 21^st century, graduate education management in Thailand is facing a critical challenge between striving for global excellence and the mission to respond to local contexts. This academic article aims to analyze the relational mechanisms of policies and directions of graduate education management through the conceptual framework of Dilemmas of Expansion and Institutional Logics theory across four key dimensions: 1) the role of universities in interactive societal engagement, 2) fostering future competencies and learning among graduate students, 3) the role of graduate quality standards in building competitive capabilities, and 4) the role of universities in local development. The study employs an integrative synthesis methodology, selecting and analyzing data from national policy documents, relevant laws, and research published in national and international databases between 2014 and 2024. The findings reveal a significant operational conflict between academic logic focused on international indicators and dominated by audit culture and university rankings and social logic, which requires universities to serve as a pillar for the community. This conflict results in a mismatch of graduate competencies and a resource drain on inflexible quality assurance processes. To overcome such traps, this article proposes a paradigm shift from focusing on research publication to creating social impact. Furthermore, it synthesizes strategic recommendations through an ecological system perspective covering three levels: 1) Macro Level: focusing on policy adjustment to facilitate innovation sandboxes. 2) Meso Level: focusing on flexible institutional management processes; and 3) Micro Level: focusing on curriculum design emphasizing lifelong learning outcomes to serve as a guideline for driving Thai graduate education towards sustainability and effectively addressing national development needs.

Curriculum Development to Strengthen Community Innovators Using Mosques as a Base in the Context of a Multicultural Society in Pattani Province

2026-01-15T16:27:30+07:00

This research aims to develop a training curriculum for community innovators based in mosques within the multicultural context of Pattani Province. The study was conducted in four stages: 1) examining background information for curriculum development, 2) designing and validating the quality of the curriculum, 3) investigating the effectiveness of the curriculum implementation, and 4) evaluating and refining the curriculum. Data were gathered via comprehensive interviews with key informants, comprising two imams and members of Islamic committees from each of ten mosques, yielding a total of twenty informants. The data were analyzed using content analysis derived from the in-depth interview guidelines, along with group discussions, to address the research objectives. The findings indicate that the developed community innovator training curriculum, which adopts a mosque-based approach within the multicultural context of Pattani Province, has a clear and systematic structure. The curriculum comprises well-defined objectives, content, learning activities, and evaluation methods that are aligned with the local multicultural context. It is designed to enhance the characteristics and competencies of community innovators in religious knowledge, leadership, organizational management, analytical thinking, and peaceful coexistence, in accordance with the lifestyle and sociocultural context of the local community. The curriculum framework includes a vision, guiding principles, objectives, desirable Muslim attributes and competencies, course objectives, learning standards, indicators, content areas, learning materials, assessment and evaluation methods, and supplementary curriculum activities. The implementation of this curriculum contributes to fostering accurate understanding and holistic competency development among learners, enabling them to become quality Muslims who contribute positively to society, the nation, and the broader community through peaceful and constructive engagement.

The Development of English Vocabulary Pronunciation Skills Using a Phonics-Based Practice Set Combined with Game-Based Learning for Third-Grade Students at Ban Bortoey School, Songkhla Province

2025-12-23T15:50:17+07:00

This research aimed 1) to develop and determine the effectiveness of a phonics-based pronunciation skill training set integrated with game-based learning. 2) to compare students' English pronunciation skills before and after learning with the phonics-based pronunciation skill training set integrated with game-based learning. 3) To examine the satisfaction of third-grade students at Ban Bo Toei School, Songkhla Province, towards the phonics-based pronunciation skill training set integrated with game-based learning. The participants were selected through purposive sampling. The target group consisted of 16 third-grade students at Ban Bo Toei School, Songkhla Province, enrolled in the first semester of the 2024 academic year, selected through purposive sampling. The research instruments included: 1) Seven lesson plans utilizing the phonics-based training set for pronunciation skills. 2) Seven online phonics-based pronunciation training units. 3) A pronunciation assessment test comprising 25 questions. 4) Satisfaction Survey Form Data was analyzed using efficiency measurement, mean, standard deviation, and t-test analysis to compare students' pronunciation skills before and after learning. The research findings revealed that: 1) The phonics-based pronunciation training set integrated with game-based learning demonstrated an efficiency of 74.64/77.50, which was higher than the established criterion of 75/75. 2) After using the training set, students' English pronunciation skills significantly improved compared to before learning, with statistical significance at the .05 level. 3) Third-grade students expressed high satisfaction with the phonics-based pronunciation skill training set integrated with game-based learning.

Developing English Vocabulary Through Bingo Games on Weather and Seasons for Grade 4 Students at Tesban 4 Thonwithee, Yala Province

2025-09-10T12:40:30+07:00

This research aimed 1) to examine the effects of using a bingo game on the development of English vocabulary regarding weather and seasons for Grade 4 students, and 2) to compare the students’ ability to memorize English vocabulary before and after learning through the bingo game. The sample group consisted of 10 Grade 4 students from Thesaban 4 Thonwithee School, selected by purposive sampling. The research instruments included a pre-test and post-test on English vocabulary memorization and learning activities using the Bingo game. The experiment was conducted over a period of four weeks. Data were analyzed using descriptive statistics, including mean and standard deviation, and a paired-samples t-test. The results revealed that 1) the students’ ability to memorize English vocabulary regarding weather and seasons after learning through the Bingo game was significantly higher than before learning, and 2) the students showed positive attitudes toward learning English through the Bingo game, indicating that the activity made learning more enjoyable and encouraged greater participation in the learning process.

Effects of Using a Vocabulary Pool based on Grade 8 English Subject through Game-Based Learning via Scratch Programming to Enhance Reading Comprehension of Princess Chulabhorn Science High School Pathum Thani

2025-12-23T15:49:55+07:00

This research aimed to 1) compare students’ reading comprehension of English subject lessons among Grade 8 students before and after enhancing their vocabulary through game-based learning via the Scratch program; 2) evaluate students' satisfaction with the intervention. The sample is 8/3 students from Princess Chulabhorn Science High School Pathum Thani, studying in the first semester of the academic year 2024, totaling 24 students, who were selected using cluster random sampling. The research instruments included the following: 1) a vocabulary Scratch game, 2) a reading comprehension test, and 3) a satisfaction questionnaire. Data were analyzed using mean (), standard deviation (S.D.), and t-test for dependent samples. The findings revealed that: 1) Students' reading comprehension after the intervention ( = 14.06, S.D. = 0.64) was significantly higher than before ( = 12.27, S.D. = 2.05) at the .05 level; and 2) students expressed a high level of satisfaction with this instructional approach ( = 4.22, S.D. = 0.73).

Development of a Practice-Based Learning Model: The Praboromarajchanok (PBRI) Model for Thai Traditional Medicine Students

2026-01-23T21:18:58+07:00

This research and development study aimed to 1) examine the current situation and problems in teaching and learning regarding the PBRI Model for traditional Thai medicine students at Kanchanabhisek Institute of Medical and Public Health Technology, Nonthaburi Province; 2) develop a practice-based instructional model; and 3) evaluate the effects of implementing the model. The sample consisted of 37 instructors and traditional Thai medicine students. Data collection was conducted in three phases: 1) situational analysis, 2) model development, and 3) evaluation of model implementation. Research instruments included focus group record forms, in-depth interview forms, a knowledge test, and a satisfaction questionnaire. Qualitative data were analyzed using content analysis, while quantitative data were analyzed using frequency, percentage, mean, standard deviation, and paired t-test. The findings revealed that. 1) The conventional instructional approach lacked a clear activity structure, utilized outdated teaching materials, and provided limited opportunities for hands-on practice. 2) The developed practice-based instructional model comprised theoretical and laboratory instruction combined with Experiential Learning, incorporating the 7-Color Traffic Light principle and the 3E and 3Reduce behavior modification approach. and 3) mean knowledge scores of students on the PBRI Model after implementation ( = 18.59, SD = 1.74) were significantly higher than before implementation ( = 14.14, SD = 2.29) at the .001 significance level. Overall satisfaction with the instructional model was at the highest level ( = 4.67, SD = 0.39). These findings suggest that PBRI Model content should be integrated into the curriculum, community-based practice opportunities should be expanded, and teaching materials should be updated to enhance learning outcomes.

Digital Leadership Model of School Administrators Three Southern Border Provinces

2026-01-12T09:08:10+07:00

This research aimed 1) to examine the level and components of digital leadership among school administrators, 2) to develop a digital leadership development model for school administrators, and 3) to evaluate the proposed model. The sample consisted of 360 school administrators and teachers under the Primary Educational Service Area Offices in the three southern border provinces of Thailand. Participants were chosen via multi-stage sampling. The research instruments included a digital leadership questionnaire and a model evaluation form. Data were analyzed using mean, standard deviation, and t-test. The findings indicated that: 1) The overall level of digital leadership among school administrators in the southern border provinces was high. Exploratory factor analysis identified two principal components of digital leadership: Digital Vision and Digital Organizational Culture. 2) The developed digital leadership model comprised six components: principles, objectives, digital leadership components, development methods, development processes, and evaluation with conditions for success. 3) The evaluation results demonstrated that the model achieved high levels of appropriateness, feasibility, accuracy, and utility.

Results of a Training Curriculum on Using Technology to Create Instructional Media for Islamic Private School Teachers in Pattani Province

2026-02-11T09:16:48+07:00

This research has two objectives: 1) to examine the results of implementing a training curriculum on using technology to create instructional media for teachers, and 2) to examine teachers' satisfaction with the training on using technology to create instructional media for teachers at a private Islamic school in Pattani province. The sample comprised 30 secondary school teachers selected through purposive sampling by school administrators based on their immediate need for educational technology skill development. Research instruments included tests, lesson plan quality assessment forms, and questionnaires. Data were analyzed using descriptive statistics. The findings revealed that 1) teachers' knowledge and understanding of using technology to create instructional media through ClassPoint and Canva after training were higher than before training; 2) teachers' skills in preparing lesson plans using technology to create instructional media were at a good level; and 3) teachers' overall satisfaction with the training activities was at the highest level. The research findings can be applied as guidelines for implementing educational technology in Islamic private schools, provide information for administrators in planning teacher technology training, and serve as a framework for expanding the creation of technology-based instructional media to other Islamic private schools in the southern border provinces.

Management Approaches to Enhance Students’ Happiness in Schools under the Samut Prakan Secondary Educational Service Area Office

2025-11-12T15:55:48+07:00

This research aimed to 1) study the management conditions of educational institutions that promote student happiness, 2) analyze variables affecting such management, and 3) propose management guidelines that promote student happiness in educational institutions under the Office of the Secondary Educational Service Area of Samut Prakan. A mixed-method research design was employed. Quantitative data was collected from 108 educational institution administrators via questionnaires, and qualitative data was collected from 5 key informants through in-depth interviews. Descriptive statistics, Pearson’s correlation, predictive regression, and inductive content analysis were used for data analysis. The results revealed that the management conditions promoting student happiness were at the highest level, covering four dimensions: ethical leadership of administrators, creating a positive institutional atmosphere, implementing the Happy 8 Model concept, and management practices that promote student happiness. The regression analysis indicated that variables related to mental health and emotional hardiness (H2), feeling valued and having a purpose in life (H9), and building positive relationships with others (H3) significantly influenced management practices promoting student happiness. The model explained 58.1% of the variance. The results are important for theory because they support the idea of educational management based on student well-being and show how important the Happy 8 Model is for promoting overall happiness. In terms of practical implications, the results can serve as guidelines for developing schools into thriving institutions and can be applied in various educational contexts to sustainably enhance students’ quality of life and well-being.

The Role of Administrators in Promoting an Organizational Culture of Ukhuwwah in Private Islamic Schools in Pattani Province

2026-03-11T14:18:02+07:00

This research aimed to present a review of the literature on approaches to promoting an organizational culture of Ukhuwwah and to examine the roles of administrators in fostering such a culture within private Islamic schools in Pattani Province. A qualitative research design was employed, collecting and analyzing data from both documentary sources and key informants. Six school administrators were purposively selected based on predetermined criteria. Data were gathered through semi-structured interviews and observation and subsequently analyzed using content analysis guided by the five core components of Ukhuwwah. The document analysis revealed four principal approaches to promoting an organizational culture of Ukhuwwah: 1) developing administrators’ personal qualities, 2) strengthening organizational systems, 3) enhancing activities and cultural practices, and 4) integrating technology with Ukhuwwah principles. The interview findings further indicated that administrators demonstrated diverse roles in promoting Ukhuwwah across all five dimensions, with emphasis on role modeling, establishing communication channels, and organizing relationship-building activities. Nonetheless, gaps were identified in resource management, the use of technology, and the development of cross-cultural understanding.The study contributes to proposing practical approaches for cultivating an organizational culture of Ukhuwwah that is aligned with the specific context of private Islamic schools in Pattani Province.