International Journal of Sociologies and Anthropologies Science Reviews

Causal Influences of Big Data Analytics Adoption for Small and Medium-Sized Enterprises in the Eastern Economic Corridor (EEC) of Thailand

2025-06-24T08:29:24+07:00

Background and Aim: The author provides a foundational understanding of Big Data, describing its characteristics and the inadequacy of traditional management methods. This serves as a general introduction to the topic. However, this section could more explicitly articulate the specific research problem or gap concerning Big Data Analytics (BDA) adoption within Small and Medium-Sized Enterprises (SMEs) in the Eastern Economic Corridor (EEC). While the importance of BDA for strategic decision-making and competitive advantage is mentioned, a more direct linkage to the challenges or unique circumstances of SMEs in this particular region would strengthen the problem statement. The research aims to investigate BDA adoption among SMEs in the EEC, as clearly stated. This section effectively introduces the theoretical underpinnings by referencing the Technology-Organization-Environment (TOE) framework and the Technology Acceptance Model (TAM). The author correctly identifies key components of these frameworks—technological attributes, organizational conditions, external environmental factors from TOE, and perceived usefulness and perceived ease of use from TAM. To further enhance this, a concise justification for selecting these specific frameworks, perhaps highlighting their relevance to understanding technology adoption in an SME context or their complementary nature, would add depth. The objectives are well-defined, aiming to identify critical influencing components and analyze relationships among variables, which guide the study.

Material and Methods: The author clearly outlines the methodological approach. The sample group of 340 SME entrepreneurs in the EEC, selected via purposive sampling, is appropriately described. This section precisely details the primary data collection instrument as a questionnaire, structured into six sections, differentiating between open-ended and closed-ended Likert scale questions. The inclusion of specific validation metrics - a content validity index (IOC) of 0.874 and an overall reliability (Cronbach’s alpha) of 0.936 - is commendable. These values indicate a robust instrument, which is essential for the credibility of quantitative research findings. This level of detail in the abstract is suitable, providing confidence in the data collection process.

Results: The author presents key findings from the statistical analyses with precision. The result from Confirmatory Factor Analysis (CFA) highlights organizational leadership capability as the most influential observed variable, with a beta coefficient of 0.915. This emphasizes its importance in fostering technology acceptance and implementation, especially for SMEs facing competitive pressures and rapid technological changes in the EEC. Furthermore, the Structural Equation Modeling (SEM) analysis is reported to show a strong and statistically significant relationship between technological factors and perceived usefulness (β = 0.653, p < 0.01). The inclusion of specific fit indices (Chi-square = 686, df = 350, p-value = 0.001, and RMSEA = 0.032) confirms a good model fit. These findings provide concrete evidence of the variables influencing BDA adoption, aligning well with the study's objectives.

Conclusions: The analysis concludes that a supportive organizational system significantly influences employees’ confidence and perceived ease of use with information technology. This directly connects to the findings regarding organizational leadership and perceived ease of use. The author emphasizes that when organizational structures align with technological goals, employees are more likely to integrate technology into their work. Based on these insights, the author provides actionable recommendations for SMEs in the EEC. These include prioritizing leadership development through continuous training and knowledge enhancement, enabling leaders to drive technology adoption. Additionally, the author suggests improving internal systems for flexibility and responsiveness to technological changes, fostering an innovation-friendly culture, and providing staff training in BDA. This section effectively summarizes the study's implications, highlighting how these efforts can lead to sustainable growth, market competitiveness, and effective adaptation in the digital era. However, the terms "Organization" and "Technology" are very broad. To enhance specificity and improve the discoverability of this research, it is recommended to use more precise terms. For instance, "Organizational Factors," "Organizational Readiness," or "Organizational Culture" would better capture the nuanced aspects of the organization's role in BDA adoption as discussed in the abstract, particularly the emphasis on leadership and internal systems. Similarly, "Technological Factors," "Technological Readiness," or "Technology Adoption" would be more specific than simply "Technology," aligning more closely with the study's focus on adoption. Including "Small and Medium-Sized Enterprises" (SMEs) and "Eastern Economic Corridor (EEC)" as keywords would also be beneficial, as these are critical contextual elements of the research, ensuring the study is easily found by those interested in this specific sector and geographic region.

Factors Impacting Student Satisfaction with Blended Learning in English Courses: A Case Study of a Higher Vocational and Technical University in Sichuan, China

2025-04-17T20:04:24+07:00

Background and Aim: This study investigates key factors influencing student satisfaction with blended English learning at a higher vocational and technical college in Sichuan, China. Against the backdrop of digital transformation in vocational education, the research focuses on five variables: system quality, information quality, course design quality, perceived ease of use, and perceived usefulness. Grounded in the Technology Acceptance Model (TAM) and Information Systems Success Theory, the study aims to validate their mechanisms of impact on satisfaction and enhance blended learning outcomes through strategic interventions. It particularly examines the practical application of the U-Campus platform in language courses, providing empirical insights for optimizing vocational education models.

Materials and Methods: A mixed-methods approach was employed, combining 90 valid questionnaires and 12 in-depth interviews with first-year students from three colleges (Materials Engineering, Economics & Management, and Arts). The questionnaire utilized a 29-item 5-point Likert scale, validated through expert content validity checks (IOC > 0.6) and reliability tests (Cronbach’s α > 0.7). A 16-week strategic intervention was implemented, with Structural Equation Modeling (SEM) revealing that course design quality (β = 0.290) and perceived usefulness (β = 0.282) were the strongest predictors of satisfaction, explaining 61.7% of variance (R² = 0.617). Paired t-tests confirmed significant post-intervention improvements across all variables (e.g., system quality mean increased from 3.81 to 4.02, p < .001), demonstrating the feasibility of pedagogical optimization.

Results: Findings reveal that system quality, information quality, and course design quality positively influence perceived ease of use and perceived usefulness, which subsequently impact student satisfaction. Course design quality (CDQ) and perceived usefulness (PU) were the strongest predictors of student satisfaction. The strategic interventions implemented led to significant improvements in these areas.

Conclusion: To improve student satisfaction in blended learning, institutions should focus on enhancing system functionality, optimizing course design, and increasing the perceived usefulness of learning activities. Future research should expand to additional vocational universities to enhance generalizability.

A Serious Games Perspective for Virtual Interactive Exhibition: A Case Study of the Bronze Age of Yunnan Exhibition at Yunnan Provincial Museum

2025-06-16T21:53:16+07:00

Background and Aim: This study has three main objectives. The first explores how virtual interactive exhibitions can be effectively narrated through serious games by integrating plot, character, setting, theme, and narrative perspective to enhance audience engagement and understanding. Secondly, using the Bronze Age of Yunnan Exhibition at the Yunnan Provincial Museum as a case study, this analysis examines narrative strategies from a serious game perspective. Thirdly, an application will be designed to combine serious games with virtual exhibitions, validating the study’s effectiveness and demonstrating its potential for broader museum applications.

Materials and Methods: This study is a mixed-methods study, comprising both quantitative and qualitative components. The sample group used was visitors to the Yunnan Provincial Museum, the method used was a questionnaire survey, and the research tool was an online questionnaire. 2. Qualitative research. The main informants were 1 staff member of Yunnan Provincial Museum, 2 university professors, 1 virtual interactive display designer, and 1 virtual interactive application designer, totaling 5 people. The data collection tool was the interview form, and then the conclusions were summarized descriptively.

Results: This study evaluates the application effect of narrative serious game virtual interactive displays in the Yunnan Provincial Museum’s Bronze Age exhibition from multiple perspectives. Results show a 42% increase in audience engagement and a 35% improvement in cultural comprehension scores compared to traditional virtual exhibits. The approach effectively enhances participation, supports the dynamization and exploratory nature of cultural relics display, guides active learning, deepens cultural memory, and promotes digital heritage education. It provides both an innovative paradigm and a practical case for future virtual exhibitions in museum contexts.

Conclusion: Through an interdisciplinary approach to designing prototypes and conducting empirical evaluations, we verified that serious gamified virtual interactions can enhance audience engagement and cultural comprehension, promote digital transformation of museums, and propose innovative models that can be applied to digital cultural heritage education. At the same time, the study suffers from methodological limitations, insufficient samples, and potential bias, and there is room for further improvement in the future.

Effect of the Blended Learning Model in English Course on Students’ English Proficiency

2025-06-19T18:24:55+07:00

Background: Traditional college English instruction in China has been largely teacher-centered, which often limits student engagement and language skill development. The growing adoption of blended learning—integrating face-to-face and digital instruction—has presented a promising solution. The Superstar mobile learning platform has emerged as a tool to support this innovative approach.

Objective: This study aimed to evaluate the effectiveness of Superstar-based blended learning in enhancing English language proficiency among college students. It also sought to assess students' engagement and their perceptions of the blended learning environment.

Methodology: A quasi-experimental design was employed with two groups of students enrolled in a college English course at Shenyang University. The control group (n=60) received traditional instruction, while the treatment group (n=62) engaged in Superstar-based blended learning over eight weeks. Pre-tests and post-tests assessed listening, reading, and writing skills using the CET-4 framework. A 5-point Likert-scale questionnaire measured student engagement and perception. Data were analyzed using SPSS 26 through paired and independent samples t-tests.

Results: Students in the treatment group showed significantly greater improvements in listening, reading, and writing scores compared to the control group (p < .05). Engagement levels were significantly higher in the treatment group across behavioral, emotional, social, and cognitive dimensions. Perception data indicated strong agreement with the pedagogical, social, and technical design of the Superstar-based learning model.

Conclusion: The Superstar-based blended learning model significantly enhances college students’ English proficiency and engagement. Students positively perceived the platform’s instructional design and flexibility. These findings support the integration of mobile-based blended learning tools in college English instruction to improve educational outcomes.

Perceived Organizational Support, Emotional Labor, and Professional Identity in Preschool Teachers: Moderating Role of Psychological Capital

2025-06-24T07:54:21+07:00

Background and Aim: Preschool educators in China face mounting emotional and professional strain due to policy reforms, low occupational status, and emotionally intensive teaching demands. While existing research highlights challenges in early childhood education, fewer studies explore how institutional and psychological resources jointly shape professional identity. Drawing on Conservation of Resources (COR) theory and emotional labor theory, this study examines how perceived organizational support (POS) affects professional identity (PI), with emotional labor (EL) as a mediator and psychological capital (PsyCap) as a moderator.

Materials and Methods: A cross-sectional survey of 928 preschool teachers from public and private kindergartens in Shandong Province, China, was conducted. Standardized scales measured POS, EL, PsyCap, and PI, with Cronbach’s α > 0.88 for all constructs. Structural equation modeling and PROCESS macro (Model 7) were used to test the moderated mediation model, with bootstrap methods applied to estimate indirect effects and interactions.

Results: POS significantly and positively predicted PI, and negatively predicted EL. EL partially mediated the POS–PI relationship. Furthermore, PsyCap moderated the indirect effect, such that the mediating role of EL was stronger among teachers with higher levels of PsyCap. These findings validate a resource-interaction model where both organizational and internal resources shape professional identity.

Conclusion: Organizational support enhances preschool teachers’ professional identity both directly and by reducing emotional strain. Psychological capital amplifies this effect, enabling teachers to better internalize support. The findings underscore the need for early education policies to strengthen both institutional support and individual psychological capacities.

Service Quality and Behavioral Outcomes in Ski Tourism: A SERVQUAL-Based Study of Jilin Province Ski Resorts

2025-06-24T07:55:38+07:00

Background and Aim: In China’s rapidly growing winter tourism sector, understanding how service quality influences skier behavior is critical to enhancing competitiveness and visitor satisfaction. This study aims to explore the relationship between service quality, behavioral motivation, and customer satisfaction among mass-market skiers in Jilin Province. It focuses on how emotional and interpersonal service factors shape skiers’ post-visit evaluations and loyalty intentions.

Materials and Methods: A structured SERVQUAL-based questionnaire was administered to 480 skiers across three major ski resorts. Data were analyzed using structural equation modeling (SEM) and bootstrapped mediation analysis with 5,000 resamples and 95% confidence intervals to test both direct and indirect effects.

Results: The findings showed that responsiveness (β = 0.197, p < 0.001) and reliability (β = 0.158, p < 0.001) were the strongest predictors of both behavioral motivation and satisfaction. Behavioral motivation partially mediated the relationship between service quality and satisfaction, with a significant indirect effect (B = 0.307, 95% CI [0.221, 0.398]). The integrated model demonstrated good fit and explained substantial variance in skier satisfaction.

Conclusion: This study confirms the importance of service experience in shaping skier perceptions and behaviors. Resorts should prioritize staff responsiveness and consistent service delivery while designing emotionally engaging, user-centered service strategies. The results provide theoretical support for applying SERVQUAL in experience-rich, non-Western tourism contexts and offer actionable insights for improving customer retention in China’s ski industry.

Research on the Internal Quality Assurance System of Singapore Education Based on the School Excellence Model

2025-07-13T08:48:30+07:00

Background and Aim: Based on the Singapore School Excellence Model, this study aims to explore the content, characteristics, and effectiveness of the current internal quality assurance system in Singapore's education sector. The research seeks to analyze the connotation of the School Excellence Model through its two dimensions of "factors" and "effects," measured by nine quality standards, and to provide insights for other countries in constructing their internal quality assurance systems.

Materials and Methods: This study employed qualitative research methods, including comprehensive data analysis and case study analysis. First-hand data and information were collected from case study schools in Singapore. Subsequently, in-depth interviews were conducted with eight participants, including teachers, education professionals, and parents, to examine the Singapore School Excellence Model from multiple dimensions and analyze the characteristics of Singapore's internal quality assurance system in education.

Results: The study identified five key components of Singapore's internal quality assurance system: quality strategic assurance, quality input assurance, quality process assurance, quality outcome assurance, and quality mechanism assurance. The system demonstrates four distinctive characteristics: emphasizing independent decision-making of schools, comprehensively assessing cause-and-effect relationships, integrating excellence and forward-thinking approaches, and fostering close interaction between schools and society. The system effectively provides a solid foundation for comprehensive student development, enhances work efficiency, promotes continuous school improvement and characteristic development, and strengthens international competitiveness.

Conclusion: Singapore's School Excellence Model provides an effective framework for internal quality assurance through systematic integration of leadership development, strategic planning, and stakeholder engagement. To establish effective internal quality assurance systems, educational institutions should develop holistic evaluation frameworks, invest in leadership and teacher development, and strengthen collaborative partnerships with stakeholders. The Singapore experience demonstrates that successful internal quality assurance requires sustained commitment and careful adaptation to local contexts while maintaining student-centered excellence.

Design and Development of a Thai Learning Board Game for Chinese Families in Bangkok

2025-06-28T14:56:06+07:00

Background and Aim: This study investigates the Thai language learning needs of Chinese families living in Bangkok, aiming to design a board game that assists Chinese families in Bangkok in learning practical Thai language. Despite increasing Chinese migration to Thailand and a rising demand for Thai language resources, there is still a lack of board games tailored to Chinese families.

Materials and Methods: This study employs a mixed-methods approach, targeting Chinese families in Bangkok and recruiting 10 families as the research sample. By summarizing sentences from the Pickup Thai website and Thaipod101 website and combining them with the results of a questionnaire survey of 100 Chinese in Thailand, the researcher analyzes the Thai learning needs of Chinese families. As well as their preferences for board game art styles. The researcher analyzes six top-selling language learning board games and family board games, learn their advantages, and designs the gameplay of the board game in combination with expert interviews.

Results: The findings reveal that Chinese families in Thailand primarily seek to learn Thai vocabulary, sentences, and Thai cultural knowledge, with particular emphasis on six key scenarios: weather, restaurant, traveling, transportation, expressing feelings, and greeting & introducing yourself, as the sentences about these six scenarios are prioritized by over 50% of survey respondents. The content of the final board game includes Thai words, sentences, and cultural knowledge. The gameplay combines CLIL theory with knowledge of Thai cuisine, attractions, etiquette, and history, and is suitable for families. Players’ trial feedback showed that the board games designed in combination with CLIL theory aroused their interest in further learning. The overall art style adopts a hand-painted style, and different theme colors are used to distinguish the learning content.

Conclusion: This study summarizes the specific needs of Chinese families for learning Thai and designs a board game product suitable for Chinese families in Bangkok.

Exploring the Mediating Role of Career Adaptability in the Link Between Career Self-Efficacy and Career Decision-Making Among Chinese College Students

2025-07-13T08:52:23+07:00

Background and Aim: Career decision-making is a critical challenge for university students transitioning from school to work. While career decision-making self-efficacy (CDSE) is recognized as important for career decisions, the underlying mechanisms linking CDSE to career decision-making strength (CDMS) remain unclear. Therefore, grounded in Career Construction Theory, this study aims to investigate the mediating role of career adaptability (CA) in the relationship between CDSE and CDMS among Chinese undergraduate students, seeking to understand how self-belief translates into decisive career action.

Materials and Methods: A cross-sectional survey design was employed to collect data from 236 Chinese undergraduate students. Subsequently, validated scales were used to measure career decision-making self-efficacy, career adaptability, and career decision-making strength. Structural equation modeling (SEM) was then applied to examine the proposed mediation relationships. Finally, bootstrapping analysis was conducted to test the significance of indirect effects and confirm the mediation mechanism.

Results: The analysis revealed that CDSE significantly predicted CA, and CA in turn significantly predicted CDMS. More importantly, when CA was included in the model, the direct effect of CDSE on CDMS became non-significant. Furthermore, bootstrapping analysis confirmed a full mediation effect, indicating that career adaptability completely transmits the influence of career decision-making self-efficacy on students' career decision-making strength.

Conclusion: Career adaptability serves as a pivotal psychological resource that fully mediates the relationship between self-efficacy beliefs and career decision-making strength. These findings suggest that interventions should focus on building adaptability skills through comprehensive career guidance programs.

The Impact of the Bai Ethnic Minority Intangible Cultural Heritage Teaching Model on College Students’ Ethnic Cultural Identity

2025-07-15T09:25:21+07:00

Background and Aim: In the context of globalization, the protection and inheritance of intangible cultural heritage face significant challenges. As a key group of cultural inheritance, college students' national cultural identity enhancement is crucial. This study explores the impact of Bai intangible cultural heritage teaching models on college students' national cultural identity.

Materials and Methods: The study employed three constructivism-guided teaching models: scaffolding, anchoring, and random entry approaches. College students from different grade levels participated in the Bai intangible cultural heritage teaching program. Quantitative assessment measured students' national cultural identity levels, with statistical analysis evaluating effectiveness and comparing acceptance across grades.

Results: All three teaching models significantly improved students' national cultural identity levels (p<0.05). Anchoring teaching demonstrated the highest effectiveness (M=4.17), followed by random entry teaching (M=4.01). Significant differences emerged in teaching model acceptance among different grades, with lower-grade students showing greater preference for random entry methods.

Conclusion: The Bai intangible cultural heritage teaching model effectively realizes the transformation of national cultural identity from cognitive to behavioral levels through situational creation and practical experience. This research advances constructivist learning theory in cultural heritage education and provides a validated framework for higher education institutions to enhance cultural identity formation while preserving traditional heritage in globalized contexts.

The Training Curriculum Development for Supervising Teachers to Enhance Competency in Thai Language Communicative Management Using a Coaching Model Integrated with Artificial Intelligence

2025-07-12T08:35:58+07:00

Background and Aim: In the context of 21st-century education, communicative competence in the Thai language is a critical skill for supervisory teachers, who play a central role in mentoring and instructional leadership. Despite the growing complexity of communication in digital learning environments, existing professional development programs for supervisory teachers remain fragmented and lack integration with modern pedagogical frameworks and technological innovations. This research addresses this gap by developing a training curriculum that synthesizes Artificial Intelligence (AI) with a coaching model to enhance communication management in Thai language instruction systematically. The study aimed to: (1) examine the current context, needs, and barriers to effective communication management among supervisory teachers; (2) design and validate an AI-integrated coaching curriculum; (3) implement the curriculum in a real-world educational setting; and (4) evaluate its effectiveness and identify areas for improvement.

Materials and Methods: Adopting a mixed-methods exploratory sequential design, the study proceeded in two phases: qualitative inquiry followed by quantitative validation. The research process comprised four stages: (1) a needs assessment involving document analysis and semi-structured interviews with 120 stakeholders (supervisors, Thai language teachers, and educational experts); (2) curriculum design and expert validation by a panel of five specialists; (3) implementation with 30 purposively sampled supervisory teachers, evaluated through pre-post assessments of knowledge, competence, instructional planning, and learner outcomes; and (4) curriculum refinement based on empirical feedback.

Results: Findings revealed a critical and clearly articulated need for a structured training model focused on communication management. The developed curriculum—comprising pedagogical objectives, modular content, AI-assisted learning activities, and formative evaluation—was rated as highly appropriate by experts. Post-implementation assessments indicated statistically significant improvements in supervisors’ pedagogical knowledge and communicative competence (p < .05). Student teachers under their supervision also exhibited strong performance in lesson planning (M = 4.55, SD = 0.66), instructional delivery (M = 4.57, SD = 0.53), and learner engagement (M = 4.59, SD = 0.71). Recommendations for refinement included expanding content depth, adjusting training duration, and introducing post-training support mechanisms.

Conclusion: This study contributes to the field of teacher professional development by offering an empirically grounded, AI-supported coaching curriculum tailored to the communicative demands of Thai language supervision. The integration of AI within an instructional coaching framework not only enhanced supervisory competencies but also addressed a notable gap in existing training literature. The findings support the curriculum’s applicability and adaptability for sustained use in broader educational contexts.

Innovative Models for University-Led Community Service: Strategies for Sustainable Development and Societal Empowerment

2025-10-03T22:06:31+07:00

Background and Aim: Universities have evolved beyond their traditional roles of teaching and research to embrace a “third mission” centered on community engagement and social responsibility. In alignment with global frameworks such as the United Nations Sustainable Development Goals (SDGs), higher education institutions increasingly act as transformative agents in addressing social inequalities, advancing sustainability, and fostering community empowerment. This study aims to explore and synthesize innovative models of university-led community service globally. It seeks to identify effective strategies that foster sustainable development and societal impact, and to propose guiding principles for institutionalizing such models within diverse higher education contexts.

Methodology: Employing a qualitative documentary research design, the study analyzes a range of secondary data sources, including peer-reviewed journal articles, institutional reports (e.g., from UNESCO and the Talloires Network), national higher education policies, and case studies from universities such as the University of Cape Town, Ateneo de Manila University, and Michigan State University. Data were thematically coded and organized using a comparative matrix focusing on engagement strategies, community impact, and sustainability mechanisms.

Results: The analysis identified four primary models of innovative university engagement: community-based learning/service-learning integration, university social enterprise incubators, research-to-impact translation centers, and digital community service platforms. Across diverse regions, successful initiatives shared common strategic features, including the institutionalization of civic engagement, long-term stakeholder partnerships, multidisciplinary collaboration, and dedicated funding and evaluation systems. These initiatives produced demonstrable outcomes in educational access, economic empowerment, public health, and environmental sustainability.

Conclusion: The study concludes that universities can serve as catalysts for sustainable development by embedding community engagement into their institutional missions and structures. However, to maximize impact and scalability, future research should empirically validate these models through longitudinal, cross-cultural, and participatory studies. Policy alignment and institutional reforms are also recommended to sustain university-community partnerships and amplify their societal contributions.