Journal of Education Yala Rajabhat University

The Development of Thai Vocational Education Curriculum Quality through Evaluation Based on the IPORC Model to Enhance Competencies and Competitive Potential in the ASEAN Labor Market of Vocational Education Institutions in Pattani Province

hafizuddin jemu — 2026-08-31

This research aimed to develop the quality of an outcome-based vocational curriculum to enhance advanced professional competencies and entrepreneurial potential for competitiveness in the ASEAN labor market among vocational education institutions in Pattani Province. The study employed the IPORC Model as an evaluation framework, consisting of five components: (1) Inputs, (2) Process, (3) Output, (4) Reflection, and (5) Contextual Factors. The population consisted of 200 vocational certificate-level students from institutions in the three southern border provinces, with a sample of 40 respondents selected through stratified random sampling. The research instrument was a questionnaire, and data were analyzed using mean and standard deviation. The findings revealed that the overall evaluation results were at the highest level, with a mean score of 4.62 (S.D. = 0.49). When considered by component: Inputs had a mean score of 4.62 (S.D. = 0.47), reflecting strong readiness in resources and personnel; Process showed a mean score of 4.61 (S.D. = 0.49), indicating effective competency-based learning emphasizing real-world experience; Output had a mean score of 4.58 (S.D. = 0.51), demonstrating development in professional and collaborative skills, although some students lacked confidence in applying competencies in the ASEAN labor market; Reflection yielded a mean score of 4.58 (S.D. = 0.50), highlighting effective mechanisms for continuous improvement; and Contextual Factors received a mean score of 4.59 (S.D. = 0.48), reflecting strong industry collaboration but limited parental and community engagement. In conclusion, the curriculum demonstrates high quality, with key strengths in experiential training and teacher development, while areas for improvement include strengthening students' confidence in ASEAN-level competitiveness and increasing community engagement.

The 21st Century's Leadership of School Administrators in the Three Southern Border Provinces of Thailand

Nur-inee Cheka — 2026-08-31

The objectives of this research is (1) to examine the level the 21^st century’s leadership. (2) to examine recommendations the 21^st century’s leadership of school administrations in three southern border province of Thailand. A sample was selected from administrators in the three border province under Pattani, Yala and Narathiwat Primary Education Service Area Office 1 -3 total 322 administrators as well as 5 experts. The research instrument was a rating scale questionnaire all 8 components: interpersonal skills; learning and problem’s solution performance; innovative and technology ; teamwork ; communication ; management ; creativity and vision with a total of 70 items. In addition, an open-ended questionnaire was used for the experts. The Index of Item-Objective Congruence (IOC) raged from 0.60 to 1.00. The overall reliability of the questionnaires was 0.96. The dada was analyzed by using frequency distribution, percentage, mean and standard deviation. The results of the study were as follows: 1) level for the 21^st century's leadership for school administrators overall was at a highest level. When considered by components, most aspects were rated at the highest level, while only two aspects-innovation and technology and communication were rated at a high level. (2) The suggestions from experts : (1) School administrators should possess essential characteristics that enable them to understand, approach problems deeply, and then develop the organization toward sustainable development. (2) School administrators should be a specific model that includes training and professional development in specialized dimensions, which require special development beyond of other areas. (3) School administrators should have multicultural learning. (4) School ministration should be developed based of a model that is connected to the local way of life and the multicultural. (5) A SWOT analysis that is consistent with the contextual conditions and social environment.

Islamic Education Administration and Management: A Case Study of the Islamic Studies Demonstration School, Prince of Songkla University, Pattani Campus

Ruslee Kana — 2026-08-31

This study aimed to (1) examine the administrative and management practices of the Demonstration Islamic Science School, Prince of Songkla University, Pattani Campus; (2) analyze the factors contributing to its success and the challenges of integrated Islamic education; and (3) propose guidelines for enhancing the quality of Islamic education in multicultural contexts. A qualitative case study approach was employed, involving 20 key informants selected through purposive sampling, comprising 2

administrators, 8 teachers, 4 parents, and 6 upper-secondary students. Data were collected through semi-structured in-depth interviews, participatory observation, and document analysis, then verified through triangulation, and analyzed through content analysis. The findings revealed that effective administration relies on clear leadership vision, continuous teacher professional development, and a balanced integration of general and Islamic curricula. Active participation of families and communities was also crucial to success. However, challenges remain, including shortages of specialized teachers, heavy academic workloads, and resource and policy constraints. Policy recommendations highlight the importance of decentralization, flexible curriculum development, building networks with other institutions, and utilizing technology to improve the quality of learning.

The Development of Analytical Skills through Analytical Role-Playing on Al-Fiqh Subject for Intermediate Islamic Studies Stage Students Year 3

Mamahamasukiflee Mamano — 2026-08-31

This research aimed to: 1) develop and determine the efficiency of an instructional plan for the Al-Fiqh course using analytical role-play based on the 70/70 efficiency criterion, 2) assess the analytical thinking skills of third-year Islamic Studies students according to the 70 percent criterion, 3) compare students' learning achievement in the Al-Fiqh course before and after learning through analytical role-play, and 4) evaluate students' satisfaction toward learning through analytical role-play in the Al-Fiqh course. The sample consisted of 40 third-year Islamic Studies students selected through purposive sampling. The research instruments included: 1) an instructional plan using analytical role-play, 2) an analytical thinking skills assessment form, 3) an achievement test, and 4) a student satisfaction questionnaire. The data were analyzed using mean, standard deviation, and a paired sample t-test. The results revealed that: 1) the efficiency of the developed instructional plan using analytical role-play was at E1/E2 = 81.50/86.07, which met the predetermined efficiency criterion, 2) the students' analytical thinking skills were higher than the 70 percent criterion, 3) the students' learning achievement after learning through analytical role-play was significantly higher than before learning at the statistical significance level of .001, and 4) the students' satisfaction toward learning in the Al-Fiqh course using analytical role-play was at the highest level (x̄ = 4.50, S.D. = 0.60).

The Development of Computational Thinking Skills of Grade 10 Students through Learning Activities Package with Chatbot by Using Flipped Classroom Approach

Aleesa Jehloh — 2026-08-31

In the digital era, developing students’ computational thinking skills has become a crucial educational goal. Integrating chatbots with appropriate instructional approaches can effectively enhance student engagement and learning performance. The objectives of this research were to: 1) develop and evaluate the efficiency of a chatbot-based learning activity; 2) compare students’ computational thinking skills before and after using the chatbot-based learning activity package; 3) compare students’ post-learning computational thinking skills with the 70% performance criterion; and 4) examine students’ satisfaction with the learning activity package. The participants were 44 grade 10 secondary school students. The research instruments consisted of 1) the chatbot-based learning activity package, 2) lesson plans, 3) a computational thinking skills test, and 4) a satisfaction questionnaire. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics, including paired-sample t-Tests and one-sample t-Tests. The results revealed that: 1) the efficiency of the chatbot-based learning activity package was 75.91/74.20 which was higher than the specified criterion of 70/70; 2) students’ computational thinking skills after learning were significantly higher than before learning at the .05 level; 3) students’ post-learning computational thinking skills were significantly higher than the 70% criterion at the .05 level; and 4) students expressed the highest level of satisfaction (𝑥̅ = 4.67, S.D. = 0.50). The findings indicate that integrating chatbots with the flipped classroom approach can effectively enhance students’ computational thinking skills

The Effectiveness of Developing an Integrated Life and Family Course for Students Based within the Cultural Context of Thailand's three Southern Border Provinces

Pichamon Janturos — 2026-08-31

The objectives of this study were to examine the effectiveness of the integrated Life and Family course in terms of instructional efficiency, learning achievement, and student satisfaction, based on the cultural context of the three southern border provinces of Thailand. The sample consisted of 30 students majoring in Physical Education and Health Education, selected through purposive sampling. The research instruments included: (1) eleven lesson plans; (2) a 30-item multiple-choice test measuring knowledge, attitudes, and skills, administered before and after instruction; and (3) a student satisfaction questionnaire. Data were collected through the implementation of the eleven lesson plans, pre-test and post-test assessments, and student evaluations of the course. Data were analyzed using paired-samples t-test and one-sample t-test. The findings revealed that: (1) the instructional efficiency of the course, measured in terms of process and product (E1/E2), was 82.60/83.25 for knowledge, 82.02/83.07 for attitudes, and 82.56/83.21 for skills, all exceeding the established criterion of 80/80. Furthermore, students' post-test learning achievement was significantly higher than their pre-test scores at the .05 level; and (2) the students' satisfaction with the integrated Life and Family course was at a high level

Confirmatory Factor Analysis of Innovative Organization in Municipal Schools

siwaporn yuenchon — 2026-08-31

The objective of this research was to examine the future vision of municipal schools as innovative organizations. The sample consisted of 312 participants, including 12 Directors of the Office of Education, Directors of the Division of Education or Division of Educational Administration, and Directors of the Division of Educational, Religious, and Cultural Promotion working in local administrative organizations under the City Municipality structure; 60 school administrators from educational institutions under municipal local administrative organizations; and 240 teachers from municipal schools. The research instrument was a questionnaire on the future vision of municipal schools as innovative organizations, encompassing five principal components. Data collection was carried out by administering the questionnaire to the defined

sample group in order to investigate their perspectives on the future development of municipal schools as innovative organizations.

A questionnaire was administered to assess the appropriateness and feasibility of the future vision of municipal schools as innovative organizations. The instrument was distributed to a total of 312 participants, who were asked to evaluate, provide opinions, and offer recommendations regarding the proposed future vision. Data were analyzed using Confirmatory Factor Analysis (CFA). The findings revealed that the future vision of municipal schools as innovative organizations comprised five principal components with 22 observable variables. The CFA results indicated a good fit with the empirical data, with factor loadings ranging from .745 to .991. Moreover, both the Composite Reliability (CR) and the Average Variance Extracted (AVE) values exceeded the established thresholds, confirming the construct validity and overall adequacy of the model

The Effectiveness of the Ta‘aawuní Model in Enhancing Teachers' Skills in Designing Islamic Integrated Learning Management in Private Islamic Schools

Abdulloh Chema — 2026-08-31

The purpose of this research was to study the effectiveness of the developed "Ta‘aawuní Model" by comparing the Islamic integrated learning design skills of teachers in private Islamic schools in Yala province before and after using the model. This Research and Development (R&D) study consisted of four phases: situational analysis, model development and validation, implementation and evaluation, and expert confirmation. This article presents the results from the implementation phase with a target group of 5 secular subject teachers who participated in the development process for three action-learning cycles. The research instrument used was an assessment form for skills in designing Islamic integrated learning management, comprising four areas. Data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The findings revealed that after using the Ta‘aawuní Model, teachers' overall skills in designing Islamic integrated learning were at a "good" level ( = 3.45, S.D. = 0.48), a statistically significant increase at a .05 significance level. Notably, skills in curriculum analysis and learning activity implementation were "excellent". The developed model was also confirmed for its quality by a panel of 9 experts. This study confirms that the Ta‘aawuní Model is a practical innovation that can concretely develop teacher skills

The Suitability of the TO BE NUMBER ONE Project Management at Yala Rajabhat University and the Benefits Received by Students

Dejrath Simsiri — 2026-08-31

According to the United Nations Office on Drugs and Anti-Drug Activities, the drug situation in Thailand remains serious and worrying, especially among children and youth. In the three southern border provinces, many districts, organizations, communities, and Yala Rajabhat University have adopted the TO BE NUMBER ONE project, drug prevention and rehabilitation campaign, initiated by Her Royal Highness Princess Ubolratana Rajakanya Sirivadhanabhakdi, as a guideline for tackling drug problems. This is the origin of the research topic and questions.

This research has three objectives: 1) to study the drug addiction treatment program under the TO BE NUMBER ONE project in the southern border provinces. 2) to study the suitability of project management at Yala Rajabhat University. and 3) to study the benefits that students at the University receive from the project.

The research methodology consisted of Population from Yala Rajabhat University students, 874 sample. The research instruments included a mixed- methods research approach, combining quantitative and qualitative research. Data collection is divided into three parts: 1) The survey's personal information consists of five sub-questions. 2) The suitability of the project management at the University is assessed using 13 sub-questions. and 3) The benefits received by students at the University from the project were measured using 13 sub-questions, based on a 5-level rating scale. Data analysis utilizes percentage, mean, standard deviation, and Analysis of Variance. Qualitative research data collection focused on gathering information about the project through document research and in-depth interviews with 24 individuals involved in the project.

The research findings were as follows: 1) The analysis revealed that the TO BE NUMBER ONE project management at Yala Rajabhat University in all 13 aspects was suitable. Most opinions on all aspects were high and the highest levels, respectively, with the average statistical values at a high to very high level. Therefore, it demonstrates that PEACE POSDCORB can be a new principle and management process and can be applied to public administration in the area and other organizations. Regarding the benefits received from the TO BE NUMBER ONE project by students in all 13 aspects, most opinions were at high and the highest levels, respectively, with the average statistical values at a high to very high level. 2) One-way analysis of the relationship between students' personal data, specifically their level of participation in activities and their opinions, revealed three significant differences in participation levels. In all these differences, the group that participated in activities within universities, provinces, and the southern region showed significantly higher average scores than other groups. 3) Experts generally agree that University's management of the project is appropriate, and students benefit from participating in the project.

Peace Teacher Building: Developing Islamic Education Teachers to Promote Peace in the Southern Border Provinces

Abdulhalim Ardae — 2026-08-31

This documentary research aims to introduce the concept of Peace Teacher Building as a framework for developing Islamic Education teachers to serve as "Peace Teachers" within the context of Thailand's Southern Border Provinces. This region has long faced persistent issues of violence, misunderstanding, and social inequality. The study analyzes concepts from both domestic and international literature, integrating the principles of Peace Education with the Teacher Building framework, which emphasizes holistic teacher development across four key dimensions: Knowledge, Skills, Attitude, and ethics, grounded in the Islamic principles of the Qur'an and Sunnah. The analysis indicates that Islamic Education teachers are a crucial mechanism for fostering Positive Peace by implementing learning management that emphasizes the values of justice, mercy, and the acceptance of diversity. The article proposes three learning management models: (1) Integrated Learning, to connect Islamic teachings with other disciplines; (2) Community-Based Learning for Peace, to build a social network of peace; and (3) Transformative Peace Learning, which seeks to develop the attitudes and behaviors of students to become "agents of peace". The Peace Teacher Building concept provides a sustainable framework for developing Islamic Education teachers, harmonizing Islamic tenets with modern theories to create change-leading educators who guide society toward a just, inclusive, and enduring peace in Thailand's Southern Border Provinces