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

Pattarapon Chummee — Wed, 13 May 2026 00:00:00 +0700

Background and Aim: This study examines the adoption of Big Data Analytics (BDA) among Small and Medium-Sized Enterprises (SMEs) in the Eastern Economic Corridor (EEC). Big Data is increasingly important for improving strategic decision-making, operational efficiency, and competitive advantage. However, many SMEs still face challenges in adopting BDA due to limitations in technology, organizational readiness, leadership capability, and external support. The study applies the Technology-Organization-Environment (TOE) framework and the Technology Acceptance Model (TAM) to explain key factors influencing BDA adoption. The main objectives are to identify critical factors affecting BDA adoption and to analyze the relationships among technological, organizational, environmental, and user acceptance variables.

Material and Methods: A quantitative research design was employed. Data were collected from 340 SME entrepreneurs operating in the EEC using purposive sampling. The research instrument was a structured questionnaire consisting of six sections, including both open-ended questions and closed-ended items measured on a Likert scale. The questionnaire was validated by experts, with an Index of Item-Objective Congruence (IOC) of 0.874. Reliability testing showed a Cronbach’s alpha coefficient of 0.936, indicating a high level of internal consistency. Data were analyzed using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to assess factor validity and examine relationships among the proposed variables.

Results: The findings indicate that organizational leadership capability is the most influential observed variable, with a beta coefficient of 0.915. This highlights the importance of leadership in supporting technology acceptance and successful BDA implementation. The SEM results further reveal a strong and statistically significant relationship between technological factors and perceived usefulness (β = 0.653, p < 0.01). The model demonstrated good fit, with Chi-square = 686, df = 350, p-value = 0.001, and RMSEA = 0.032. These results confirm that technological readiness, organizational capability, and perceived usefulness play essential roles in encouraging SMEs to adopt BDA.

Conclusions: The study concludes that a supportive organizational system significantly enhances employees’ confidence and perceived ease of use when adopting information technology. Strong leadership, flexible internal systems, and a culture that encourages innovation are essential for successful BDA adoption. SMEs in the EEC should prioritize leadership development, continuous training, and knowledge enhancement to strengthen their digital capabilities. In addition, organizations should improve internal processes to respond effectively to technological change and provide employees with practical BDA training. These actions can help SMEs increase competitiveness, achieve sustainable growth, and adapt successfully to the digital economy. For greater clarity and research visibility, keywords should include more specific terms such as “Big Data Analytics Adoption,” “Organizational Readiness,” “Technological Factors,” “SMEs,” and “Eastern Economic Corridor.”

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

Yin Qi, Fengli Wang — Wed, 13 May 2026 00:00:00 +0700

Background and Aim: This study investigates the key factors influencing student satisfaction with blended English learning at a higher vocational and technical college in Sichuan, China. With the rapid digital transformation of vocational education, blended learning has become an important approach for improving teaching effectiveness and student engagement. The research focuses on five major variables: system quality, information quality, course design quality, perceived ease of use, and perceived usefulness. Drawing upon the Technology Acceptance Model (TAM) and Information Systems Success Theory, the study aims to examine how these factors influence student satisfaction and to identify effective strategies for enhancing blended learning outcomes. Particular attention is given to the practical application of the U-Campus platform in English language courses, providing empirical evidence to support the optimization of vocational education and blended teaching models.

Materials and Methods: This research employed a mixed-methods approach that combined quantitative and qualitative data collection. A total of 90 valid questionnaires were collected from first-year students enrolled in three academic colleges: Materials Engineering, Economics and Management, and Arts. In addition, 12 students participated in in-depth interviews to provide further insights into their learning experiences. The questionnaire consisted of 29 items measured on a 5-point Likert scale. Content validity was confirmed through expert evaluation with an Index of Item-Objective Congruence (IOC) greater than 0.6, while reliability analysis showed Cronbach’s alpha coefficients exceeding 0.7 for all constructs. A 16-week strategic intervention was implemented to improve blended learning practices. Data analysis was conducted using Structural Equation Modeling (SEM), paired t-tests, and descriptive statistics to evaluate relationships among variables and measure changes before and after the intervention.

Results: The findings indicate that system quality, information quality, and course design quality positively influence both perceived ease of use and perceived usefulness, which subsequently contribute to student satisfaction in blended English learning. Among the examined variables, course design quality (β = 0.290) and perceived usefulness (β = 0.282) were identified as the strongest predictors of student satisfaction. The proposed model explained 61.7% of the variance in student satisfaction (R² = 0.617), demonstrating substantial explanatory power. Furthermore, the strategic intervention produced significant improvements across all variables. For example, the mean score for system quality increased from 3.81 to 4.02 after the intervention (p < .001). Similar improvements were observed in perceived usefulness, course design quality, and overall student satisfaction, confirming the effectiveness and practicality of pedagogical optimization strategies in blended learning environments.

Conclusion: The study concludes that enhancing system functionality, improving course design, and increasing the perceived usefulness of learning activities are essential for promoting student satisfaction in blended English learning. Effective integration of digital learning platforms, combined with well-structured instructional design, can significantly improve learning experiences in vocational education contexts. Educational institutions should therefore invest in technology infrastructure, teacher training, and learner-centered course development to strengthen blended learning implementation. Additionally, continuous evaluation and adaptation of online learning systems are necessary to meet students’ evolving needs. Future research should include a larger sample and additional vocational universities to improve the generalizability of findings and provide broader insights into blended learning practices in higher vocational education.

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

Jingyuan Duan, Sitthidham Rohitasuk — Wed, 13 May 2026 00:00:00 +0700

Background and Aim: This study examines how virtual interactive exhibitions can be effectively narrated through serious games to enhance audience engagement and cultural understanding. It focuses on the integration of plot, character, setting, theme, and narrative perspective as key narrative elements in digital museum experiences. Using the Bronze Age of Yunnan Exhibition at the Yunnan Provincial Museum as a case study, the research analyzes how serious game-based narrative strategies can support more immersive and meaningful virtual exhibitions. The study also aims to design an application that combines serious games with virtual exhibition practices, thereby validating the effectiveness of this approach and demonstrating its potential for wider application in museum education and digital cultural heritage communication.

Materials and Methods: This study adopted a mixed-methods research design, combining both quantitative and qualitative approaches. For the quantitative component, data were collected from visitors to the Yunnan Provincial Museum through an online questionnaire survey. The questionnaire was used to examine visitors’ perceptions of engagement, cultural comprehension, and learning experience in relation to serious game-based virtual exhibitions. For the qualitative component, semi-structured interviews were conducted with five key informants, including one staff member from the Yunnan Provincial Museum, two university professors, one virtual interactive display designer, and one virtual interactive application designer. Interview data were collected using an interview form and analyzed descriptively to summarize expert perspectives on narrative design, technological feasibility, and museum application value.

Results: The findings demonstrate that narrative serious game-based virtual interactive displays can significantly improve the effectiveness of museum exhibitions. In the Bronze Age of Yunnan Exhibition, the application of serious game elements increased audience engagement by 42% and improved cultural comprehension scores by 35% compared with traditional virtual exhibition formats. The results indicate that serious games can transform cultural relic displays from static presentation into dynamic, exploratory, and participatory learning experiences. By guiding audiences through structured narratives and interactive tasks, this approach encourages active learning, deepens cultural memory, and strengthens emotional connection with cultural heritage. The study also confirms that serious game-based virtual exhibitions provide an innovative model for digital heritage education and offer practical value for future museum exhibition design.

Conclusion: This study verifies that integrating serious games into virtual interactive exhibitions can enhance audience engagement, improve cultural comprehension, and support the digital transformation of museums. Through interdisciplinary prototype design and empirical evaluation, the research proposes an innovative exhibition model that combines narrative structure, game interaction, and cultural education. This model has strong potential for application in digital cultural heritage communication and museum-based learning. However, the study also has certain limitations, including methodological constraints, a relatively limited sample, and possible response bias. Future research should expand the sample size, involve more museums and exhibition themes, and further refine the application design to improve generalizability and practical effectiveness.

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

Weiting Liu, LeeHsing Lu — Wed, 13 May 2026 00:00:00 +0700

Background and Aims: Traditional college English instruction in China has predominantly followed a teacher-centered approach, which often restricts student participation, interaction, and the development of practical language skills. With the rapid advancement of educational technology, blended learning—combining face-to-face instruction with digital learning environments—has become an increasingly effective strategy for improving teaching and learning outcomes. The SuperStar Learning mobile learning platform is an innovative tool that supports flexible, interactive learning experiences. This study aimed to evaluate the effectiveness of Superstar-based blended learning in enhancing college students’ English language proficiency. In addition, the study examined students’ engagement levels and their perceptions of the blended learning environment, including its pedagogical effectiveness, social interaction, and technical usability.

Methodology: A quasi-experimental research design was employed involving two groups of students enrolled in a college English course at Shenyang University. The control group (n = 60) received traditional classroom instruction, while the treatment group (n = 62) participated in Superstar-based blended learning over eight weeks. Students’ English proficiency was assessed through pre-tests and post-tests based on the College English Test Band 4 (CET-4) framework, focusing on listening, reading, and writing skills. A structured questionnaire using a 5-point Likert scale was administered to evaluate student engagement and perceptions of the blended learning environment. The questionnaire measured behavioral, emotional, social, and cognitive engagement, as well as perceptions of the platform’s instructional and technical design. Data were analyzed using SPSS 26 through paired samples t-tests and independent samples t-tests to compare learning outcomes between the two groups.

Results: The findings revealed that students in the treatment group demonstrated significantly greater improvements in listening, reading, and writing scores compared with students in the control group (p < .05). Furthermore, engagement levels in the treatment group were significantly higher across behavioral, emotional, social, and cognitive dimensions. Students also expressed positive perceptions of the Superstar-based blended learning model, particularly regarding its pedagogical structure, interactive learning environment, and technical functionality. These results indicate that the integration of mobile-assisted blended learning can effectively enhance both language proficiency and learner engagement in college English instruction.

Conclusion: The study concludes that the Superstar-based blended learning model significantly improves college students’ English language proficiency and learning engagement. Students positively perceived the flexibility, accessibility, and instructional effectiveness of the platform. The findings support the integration of mobile-assisted blended learning technologies into college English education as a means of promoting more interactive, student-centered, and effective learning experiences. Future educational practices should continue to incorporate digital learning platforms to strengthen language instruction and improve overall educational outcomes.

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

Xin Liu, Xianyin Li — Wed, 13 May 2026 00:00:00 +0700

Background and Aim: Preschool educators in China are experiencing increasing emotional and professional pressures due to ongoing educational reforms, relatively low occupational status, and the emotionally demanding nature of early childhood teaching. These challenges can negatively influence teachers’ professional identity, job satisfaction, and long-term commitment to the profession. Although previous studies have explored difficulties in early childhood education, limited research has examined how organizational and psychological resources jointly influence preschool teachers’ professional identity. Grounded in Conservation of Resources Theory and emotional labor theory, this study investigates the relationship between perceived organizational support (POS) and professional identity (PI) among preschool teachers in China. Specifically, the research examines the mediating role of emotional labor (EL) and the moderating role of psychological capital (PsyCap) in this relationship. The study aims to provide a deeper understanding of how institutional support and personal psychological resources interact to shape teachers’ professional development and well-being.

Materials and Methods: This study employed a quantitative cross-sectional survey design. A total of 928 preschool teachers from public and private kindergartens in Shandong Province participated in the research. Standardized measurement scales were used to assess perceived organizational support, emotional labor, psychological capital, and professional identity. All measurement instruments demonstrated high reliability, with Cronbach’s alpha coefficients exceeding 0.88 for each construct. Data analysis was conducted using Structural Equation Modeling (SEM) and the PROCESS macro (Model 7) to test the proposed moderated mediation model. Bootstrap methods were applied to estimate indirect effects and interaction effects, ensuring the robustness and accuracy of the statistical analysis.

Results: The findings revealed that perceived organizational support significantly and positively predicted preschool teachers’ professional identity, indicating that stronger institutional support contributes to higher levels of professional recognition and commitment. In addition, perceived organizational support negatively predicted emotional labor, suggesting that supportive organizational environments help reduce emotional strain among teachers. Emotional labor was found to partially mediate the relationship between perceived organizational support and professional identity. Furthermore, psychological capital significantly moderated the indirect effect of emotional labor. The mediating effect of emotional labor was stronger among teachers with higher levels of psychological capital, demonstrating that individuals with greater optimism, resilience, confidence, and hope were better able to internalize organizational support and manage emotional demands effectively. These findings support a resource-interaction framework in which both external organizational resources and internal psychological resources jointly influence professional identity formation.

Conclusion: This study concludes that organizational support plays a critical role in enhancing preschool teachers’ professional identity, both directly and indirectly through the reduction of emotional labor. Psychological capital further strengthens this relationship by enabling teachers to make more effective use of available support resources. The findings highlight the importance of developing supportive institutional environments while simultaneously fostering teachers’ psychological resilience and positive psychological capacities. The study provides valuable implications for early childhood education policy and management by emphasizing the need for integrated strategies that support both organizational systems and individual teacher well-being.

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

Chenhui Huang, Fugao Jiang — Wed, 13 May 2026 00:00:00 +0700

Background and Aim: With the rapid expansion of China’s winter tourism industry, understanding the factors that influence skier behavior and customer satisfaction has become increasingly important for improving destination competitiveness and service quality. In particular, ski resorts must provide high-quality service experiences that not only meet visitors’ functional needs but also create emotional and interpersonal value. This study aims to examine the relationship between service quality, behavioral motivation, and customer satisfaction among mass-market skiers in Jilin Province. The research specifically focuses on how different dimensions of service quality influence skiers’ post-visit evaluations, emotional responses, and loyalty intentions. By applying the SERVQUAL framework in the context of winter tourism, the study seeks to provide both theoretical and practical insights into customer behavior in non-Western tourism environments.

Materials and Methods: This study employed a quantitative research design using a structured questionnaire based on the SERVQUAL model. Data were collected from 480 skiers visiting three major ski resorts in Jilin Province, China. The questionnaire measured key dimensions of service quality, including responsiveness, reliability, empathy, assurance, and tangibility, as well as behavioral motivation and customer satisfaction. Responses were analyzed using Structural Equation Modeling (SEM) to evaluate the relationships among the study variables. In addition, bootstrapped mediation analysis with 5,000 resamples and 95% confidence intervals was conducted to test both direct and indirect effects. This analytical approach allowed for a comprehensive examination of how behavioral motivation mediates the relationship between service quality and customer satisfaction.

Results: The findings revealed 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 customer satisfaction. These results indicate that prompt service delivery, employee attentiveness, and consistent performance significantly enhance skiers’ experiences and overall evaluations of ski resorts. Furthermore, behavioral motivation was found to partially mediate the relationship between service quality and customer satisfaction, with a significant indirect effect (B = 0.307, 95% CI [0.221, 0.398]). The integrated structural model demonstrated a good overall fit and explained a substantial proportion of variance in skier satisfaction. The findings suggest that emotional and motivational responses play an important role in shaping customer perceptions and post-visit behavioral intentions.

Conclusion: This study confirms the critical importance of service quality in influencing skier perceptions, behavioral motivation, and customer satisfaction within China’s winter tourism industry. Ski resorts should prioritize staff responsiveness, reliable service delivery, and emotionally engaging customer experiences to strengthen visitor satisfaction and loyalty. The findings provide empirical support for the application of the SERVQUAL framework in experience-oriented tourism settings and contribute to a deeper understanding of consumer behavior in non-Western contexts. Practically, the study offers valuable recommendations for improving service management and enhancing customer retention strategies in China’s rapidly developing ski tourism sector.

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

Haolin Wang, Suping Yang — Wed, 13 May 2026 00:00:00 +0700

Background and Aim: Based on the Singapore Ministry of Education School Excellence Model, this study explores the content, characteristics, and effectiveness of the internal quality assurance system within Singapore’s education sector. As educational systems worldwide increasingly emphasize accountability, continuous improvement, and educational excellence, Singapore has developed a comprehensive quality assurance framework recognized for its effectiveness and innovation. This research aims to analyze the conceptual foundations of the School Excellence Model through its two major dimensions—“factors” and “effects”—which are evaluated using nine quality standards. The study further seeks to identify the essential features of Singapore’s internal quality assurance practices and provide practical insights that may guide other countries in developing effective educational quality assurance systems adapted to their own contexts.

Materials and Methods: This study employed a qualitative research design using comprehensive document analysis and case study methods. First-hand information and relevant data were collected from selected case study schools in Singapore to examine the implementation of the School Excellence Model in practice. In addition, in-depth semi-structured interviews were conducted with eight participants, including teachers, education professionals, and parents. These interviews provided multiple perspectives on the operation, effectiveness, and practical implications of Singapore’s internal quality assurance system. The collected data were analyzed descriptively and thematically to identify major components, operational characteristics, and outcomes associated with the School Excellence Model.

Results: The findings identified five major 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 study also revealed four distinctive characteristics of the system. First, it emphasizes the independent decision-making capacity of schools, allowing institutions flexibility in implementing quality improvement strategies. Second, it comprehensively evaluates cause-and-effect relationships between educational inputs, processes, and outcomes. Third, the system integrates principles of excellence, innovation, and future-oriented development into school management and evaluation practices. Finally, it promotes close collaboration and interaction between schools, families, and society to support educational development. The findings further indicate that the system effectively supports comprehensive student development, improves institutional work efficiency, encourages continuous school improvement and distinctive school development, and strengthens Singapore’s international educational competitiveness.

Conclusion: The study concludes that Singapore’s School Excellence Model provides an effective and systematic framework for internal quality assurance in education. Through the integration of leadership development, strategic planning, performance evaluation, and stakeholder engagement, the model supports continuous improvement and student-centered excellence. Educational institutions seeking to establish effective internal quality assurance systems should develop comprehensive evaluation frameworks, invest in leadership and teacher professional development, and strengthen collaborative partnerships among schools, parents, and communities. The Singapore experience demonstrates that successful educational quality assurance requires long-term commitment, systematic implementation, and adaptation to local educational and cultural contexts while maintaining a strong focus on educational excellence and holistic student development.

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

Yirong Zhang, Saowaluck Phanthabutr — Wed, 13 May 2026 00:00:00 +0700

Background and Aim: This study investigates the Thai language learning needs of Chinese families living in Bangkok with the aim of designing a practical and family-oriented board game to support Thai language acquisition. As the number of Chinese migrants and long-term residents in Thailand continues to increase, the demand for accessible and engaging Thai language learning resources has also grown significantly. However, there remains a limited number of educational board games specifically designed to meet the learning needs of Chinese families in Thailand. This study seeks to identify the most important Thai language learning topics, communication situations, and design preferences among Chinese families and to apply these findings to the development of a culturally relevant and educational board game. The research also aims to integrate language learning with cultural understanding to encourage interactive and enjoyable family-based learning experiences.

Materials and Methods: This study employed a mixed-methods research design combining quantitative and qualitative approaches. The target population consisted of Chinese families residing in Bangkok, with 10 families selected as the primary research sample for in-depth analysis and testing. Data collection included the analysis of practical Thai language expressions gathered from the Pickup Thai website and the ThaiPod101 platform. In addition, a questionnaire survey was conducted with 100 Chinese residents in Thailand to identify Thai language learning needs and preferences regarding board game design and visual styles. The researcher also analyzed six top-selling language-learning and family-oriented board games to identify effective gameplay elements and educational strategies. Expert interviews were conducted to support the development of the board game concept, gameplay mechanics, and educational content.

Results: The findings indicate that Chinese families in Thailand primarily aim to learn practical Thai vocabulary, conversational sentences, and cultural knowledge relevant to daily life. Six major communication scenarios were identified as the most important learning priorities: weather, restaurants, traveling, transportation, expressing feelings, and greeting and self-introduction. More than 50% of survey respondents identified these topics as essential for practical communication. Based on these findings, the final board game was designed to include Thai vocabulary, sentence structures, and cultural information. The gameplay integrates principles from Content and Language Integrated Learning (CLIL) theory with educational content related to Thai cuisine, tourist attractions, etiquette, and history. The game was specifically designed to support family interaction and collaborative learning. Trial feedback from participants showed that the board game successfully increased learners’ interest and motivation to continue studying Thai. In terms of visual design, the game adopted a hand-painted artistic style, with different thematic colors used to distinguish learning categories and content.

Conclusion: This study identifies the specific Thai language learning needs of Chinese families in Bangkok and develops a board game tailored to their practical communication and cultural learning requirements. The findings demonstrate that integrating language education with interactive gameplay and cultural content can effectively enhance learner engagement and motivation. The study also provides practical insights for the development of family-oriented educational games that support second-language acquisition in multicultural environments.

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

Xiaofeng Li, Lichu Tien — Wed, 13 May 2026 00:00:00 +0700

Background and Aim: Career decision-making is a major developmental challenge for university students as they transition from academic life to the professional workforce. Making effective career decisions requires not only confidence in one’s abilities but also the psychological resources necessary to adapt to changing career environments. Although career decision-making self-efficacy (CDSE) has been widely recognized as an important factor influencing career-related decisions, the underlying psychological mechanisms through which CDSE affects career decision-making strength (CDMS) remain insufficiently understood. 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. The research seeks to explain how students’ confidence in their career decision-making abilities can be transformed into stronger and more decisive career actions through the development of adaptability resources.

Materials and Methods: This study employed a quantitative cross-sectional survey design to collect data from 236 Chinese undergraduate students. Standardized and validated measurement scales were used to assess career decision-making self-efficacy, career adaptability, and career decision-making strength. The questionnaire evaluated students’ confidence in career-related tasks, their ability to adapt to career challenges, and their level of decisiveness in making career choices. Data analysis was conducted using Structural Equation Modeling (SEM) to examine the proposed mediation relationships among the variables. In addition, bootstrapping analysis was applied to test the significance of indirect effects and confirm the mediation mechanism. This analytical approach ensured the reliability and robustness of the mediation findings.

Results: The findings revealed that career decision-making self-efficacy significantly and positively predicted career adaptability, indicating that students with stronger confidence in their career abilities were more capable of adapting to career-related challenges and transitions. Furthermore, career adaptability significantly predicted career decision-making strength, demonstrating that adaptable students were more likely to make clear, confident, and effective career decisions. More importantly, when career adaptability was included in the structural model, the direct relationship between career decision-making self-efficacy and career decision-making strength became statistically non-significant. Bootstrapping analysis further confirmed a full mediation effect, indicating that career adaptability completely transmitted the influence of self-efficacy on career decision-making strength. These findings highlight the central role of adaptability as a psychological mechanism linking career confidence with decisive career behavior.

Conclusion: This study concludes that career adaptability functions as a critical psychological resource that fully mediates the relationship between career decision-making self-efficacy and career decision-making strength among undergraduate students. The findings suggest that self-confidence alone may not directly lead to effective career decisions unless students also possess the adaptability skills required to manage career uncertainty and change. Therefore, career guidance and counseling programs should place greater emphasis on developing students’ adaptability competencies, including concern, control, curiosity, and confidence, to strengthen career decision-making outcomes and support successful career development.

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

Xuejia Tu, Fwuyuan Weng — Wed, 13 May 2026 00:00:00 +0700

Background and Aim: In the era of globalization, the protection, transmission, and sustainable development of intangible cultural heritage face increasing challenges due to rapid social change, modernization, and cultural homogenization. As an important group responsible for future cultural inheritance, university students play a critical role in preserving and promoting traditional cultural values. Strengthening students’ national cultural identity has therefore become an essential objective in higher education and cultural heritage education. This study explores the impact of teaching models based on Bai intangible cultural heritage on college students’ national cultural identity. Guided by constructivist learning theory, the research aims to examine how different instructional approaches can enhance students’ understanding, emotional connection, and behavioral engagement with traditional culture, while promoting the preservation and transmission of ethnic cultural heritage in contemporary educational contexts.

Materials and Methods: This study employed a quantitative research design supported by constructivist teaching principles. Three teaching models were implemented in the Bai intangible cultural heritage education program: scaffolding teaching, anchoring teaching, and random entry teaching. College students from different academic grade levels participated in the instructional activities. The teaching content included cultural knowledge, practical experiences, and interactive learning activities related to Bai intangible cultural heritage. Students’ levels of national cultural identity were assessed through structured quantitative measurement before and after participation in the teaching program. Statistical analysis was conducted to evaluate the effectiveness of each teaching model and to compare differences in acceptance and learning preferences among students from different grade levels.

Results: The findings revealed that all three constructivist teaching models significantly improved students’ levels of national cultural identity (p < 0.05). Among the three approaches, anchoring teaching demonstrated the highest level of effectiveness (M = 4.17), indicating that situational and context-based learning activities had the strongest impact on students’ cultural understanding and identity formation. Random entry teaching ranked second in effectiveness (M = 4.01), suggesting that flexible and exploratory learning methods also positively influenced students’ engagement with cultural heritage content. In addition, significant differences were identified in the acceptance of teaching models across academic grade levels. Lower-grade students showed a stronger preference for random entry teaching methods, while higher-grade students demonstrated greater adaptability to structured instructional approaches. The findings indicate that experiential learning, contextual interaction, and practical cultural activities play important roles in strengthening students’ cultural identity and participation in heritage preservation.

Conclusion: This study concludes that Bai intangible cultural heritage teaching models effectively promote the transformation of national cultural identity from cognitive understanding to behavioral participation through situational learning and practical cultural experiences. The research expands the application of constructivist learning theory within cultural heritage education and provides an empirically validated framework for higher education institutions seeking to strengthen cultural identity formation among university students. Furthermore, the findings offer valuable guidance for integrating traditional cultural heritage into modern educational practices, contributing to the preservation and sustainable transmission of intangible cultural heritage in increasingly globalized societies.

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

Phra Kittipon Yanapalo (Chueangam) — Wed, 13 May 2026 00:00:00 +0700

Background and Aim: In 21st-century education, Thai language communicative competence is essential for supervisory teachers, who serve as mentors and instructional leaders. However, many professional development programs remain fragmented and insufficiently aligned with digital learning environments, modern pedagogy, and technological innovation. This study addresses this gap by developing an AI-integrated coaching curriculum to enhance communication management in Thai language instruction. The objectives were to examine current needs and barriers, design and validate the curriculum, implement it in an educational setting, and evaluate its effectiveness for further improvement.

Materials and Methods: This study adopted a mixed-methods exploratory sequential design, beginning with qualitative inquiry and followed by quantitative validation. The research process consisted of four stages. First, a needs assessment was conducted through document analysis and semi-structured interviews with 120 stakeholders, including supervisors, Thai language teachers, and educational experts. Second, the curriculum was designed and validated by five specialists. Third, the curriculum was implemented with 30 purposively selected supervisory teachers. Its effectiveness was assessed through pre- and post-tests measuring knowledge, communicative competence, instructional planning, and learner outcomes. Fourth, the curriculum was refined based on empirical results and participant feedback.

Results: The findings revealed a strong need for a structured training curriculum focused on communication management in Thai language supervision. The developed curriculum included clear pedagogical objectives, modular learning content, AI-assisted learning activities, coaching-based practices, and formative evaluation. Expert evaluation indicated that the curriculum was highly appropriate for professional development. After implementation, supervisory teachers showed statistically significant improvements in pedagogical knowledge and communicative competence (p < .05). Student teachers under their supervision also demonstrated 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). Suggested improvements included expanding content depth, extending training duration, and providing post-training support.

Conclusion: This study presents an empirically grounded AI-supported coaching curriculum for improving Thai language communication management among supervisory teachers. The integration of AI with instructional coaching enhanced supervisory competence and responded to gaps in existing professional development practices. The findings indicate that the curriculum is practical, adaptable, and suitable for broader application in teacher development and Thai language instructional supervision.

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

Busara Niyomves — Wed, 13 May 2026 00:00:00 +0700

Background and Aim: Universities have increasingly expanded beyond their traditional responsibilities of teaching and research to embrace a “third mission” focused on community engagement, social responsibility, and sustainable development. In alignment with global frameworks such as the United Nations Sustainable Development Goals (SDGs), higher education institutions are now recognized as important agents of social transformation capable of addressing inequality, promoting sustainability, and strengthening community empowerment. This study aims to explore and synthesize innovative models of university-led community service implemented in different global contexts. The research seeks to identify effective strategies that generate sustainable societal impact and to propose guiding principles for institutionalizing community engagement within higher education systems.

Methodology: This study employed a qualitative documentary research design. Secondary data were collected from peer-reviewed journal articles, institutional reports, national higher education policies, and international case studies. Key sources included reports from UNESCO and the Talloires Network, as well as case studies from institutions such as the University of Cape Town, Ateneo de Manila University, and Michigan State University. The collected data were analyzed thematically and organized using a comparative matrix that focused on engagement strategies, community outcomes, institutional support mechanisms, and sustainability practices.

Results: The analysis identified four major models of innovative university-community engagement: community-based learning and service-learning integration, university social enterprise incubators, research-to-impact translation centers, and digital community service platforms. Across different regions and institutional contexts, successful initiatives demonstrated several common characteristics. These included the institutionalization of civic engagement within university missions, long-term partnerships with community stakeholders, multidisciplinary collaboration, and the establishment of dedicated funding and evaluation systems. The findings also revealed that these initiatives contributed positively to educational access, economic empowerment, public health improvement, and environmental sustainability. Universities that integrated community engagement into strategic planning and academic practice achieved stronger and more sustainable social impact outcomes.

Conclusion: This study concludes that universities can function as powerful catalysts for sustainable development when community engagement is embedded within institutional missions, policies, and operational structures. Effective university-led community service requires strategic partnerships, interdisciplinary collaboration, and long-term institutional commitment. The findings provide valuable insights for higher education institutions seeking to strengthen their societal contributions and align with global sustainability agendas. Future research should further examine these models through longitudinal, cross-cultural, and participatory studies to validate their effectiveness and scalability. In addition, policy support and institutional reforms are recommended to strengthen sustainable university-community partnerships and maximize their long-term social impact.