Conducted Focus Groups Research Articles

Xylazine’s Impacts on the Community in Philadelphia: Perspectives of People Who Use Opioids and Harm Reduction Workers

Background Xylazine is in 99% of the fentanyl supply in Philadelphia, PA and is on the rise throughout the United States. Perspectives about this emerging crisis among people who use opioids (PWUO) and harm reduction workers are lacking. Methods We conducted focus groups with PWUO and harm reduction workers in Philadelphia, PA. Discussions focused on xylazine’s impact on PWUO. Transcripts were coded for thematic analysis. Results Themes across focus groups included xylazine withdrawal, wounds, safety concerns, and overdose response implications. Participants emphasized extreme xylazine withdrawal and the difficulty of withdrawal management. Groups explored potential roles of first responders in addressing xylazine-related wounds. PWUO were receptive to receiving help, but many harm reduction workers expressed reservations about partnering with police. Discussion Results underscore the impact of xylazine withdrawal on PWUO. Emerging information on withdrawal management should be shared among care providers to identify optimal protocols. Safety-planning with PWUO should be explored, but structural interventions are imperative. While there may be a role for first responders in delivering harm reduction interventions, it is important to recognize historical harms by first responders against PWUO.

Science Studies teachers’ selection of content when teaching for Sustainable Development

Education for Sustainable Development (ESD) advocates a holistic teaching approach, acknowledging social, economic, and environmental perspectives and their relations in striving for sustainable development (SD). It is through understanding these unique perspectives and their interrelations that solutions to SD problems, resolution of SD conflicts and ways to sustainability can be found. Holistic teaching can pose challenges for teachers when choosing what teaching content to include when teaching sustainability. Additionally, the literature does not clearly define what content is to be included within ESD. This study conducted focus group discussions to investigate what content 11 Science Studies teachers chose and whether their teaching approach was holistic when teaching for SD. The findings identified four themes of taught content. The participating teachers included different relationships between the environmental, societal, and economic dimensions of SD. However, the teachers had challenges with the relationships connected to the economic dimension of SD.

Consulting with an embedded librarian: student perceptions on the value of required research meetings.

This qualitative research project was undertaken to discover how students perceive the embedded librarian in their nursing class. The researchers determined how a required group research meeting was valued by students and whether that value warranted the necessary time and energy by an embedded librarian. Researchers conducted focus groups with twenty-three students from two different sections of the same nursing research methods undergraduate course. Students' responses to a series of five questions were recorded within Zoom and supplemented by handwritten notes. Data was coded by hand and patterns that emerged from the five focus groups were analyzed. Participants reported overall satisfaction with the embedded librarian and students felt they benefitted from the required research meeting with the librarian, which was part of the searching assignment rubric and closely tied to the assignment itself. Based on the data, a required research meeting with an embedded librarian, who is familiar with the course assignments, reinforces classroom instruction, point-of-need assistance with search strategies, and the opportunity to strengthen the relationship with the librarian for future research needs.

Contrasting Perceptions, Knowledge, and Actions around Lyme Disease in an Urban Area of Emerging Lyme Disease and an Area of Endemic Lyme Disease in the Northeastern United States.

Lyme disease transmission dynamics in the northeastern United States vary by context. Periurban regions, including Block Island, RI, have experienced decades of endemic transmission. In urban areas, including Staten Island, a borough in New York City, NY, Lyme disease is an emerging issue. Knowledge, attitudes, and practices around Lyme disease evolve as an area progresses from emergent to endemic. We conducted focus group discussions and household surveys within Staten Island, NY and Block Island, RI to compare knowledge, attitudes, and practices surrounding Lyme disease and other tick-borne diseases. Qualitative data were coded into themes, and survey data were used to provide more general context of the focus group discussions. Using item response theory, we developed an index of knowledge from relevant factors within the household survey. We identified a significant difference in knowledge scores between the two study areas. Additionally, we identified key differences across multiple domains. Participants from Block Island were more likely to report prior tick exposure and Lyme disease in themselves or household members and were more likely to express concerns about the environmental impact of mitigation strategies. Individuals on Staten Island were more likely to assign responsibility of prevention and control to local, state, and federal government than to take personal prevention measures. Prevention of Lyme disease and other tick-borne diseases must be tailored to the community context and monitored over time as perceptions and priorities may evolve as transmission dynamics transition from emergent to endemic.

A Transitional Approach to Examine the Influences of Information Practices on Lifelong Learning

ABSTRACTLifelong learning involves and engages learners at all stages of education and life. In particular, learning transitions, which represent phases when students advance to the next stage of an educational setting, are significant as they may trigger learning and development for lifelong learning. Research suggests that the learning transition process provides an opportunity to develop learning abilities that have long‐term consequences, including lifelong learning. The notion of information practices is thus applicable to examine the development of these abilities, as information practices refer to the routine ways in which students seek and interact with information to manage the changes in the information environment during the transition. Despite the significant role of information practices during transitions, limited work has been done to identify information practices that facilitate lifelong learning for students in learning transition. To fill this gap, this study conducted focus group discussions with forty‐two university students to investigate their transitions to university via the lens of information practices. A preliminary thematic analysis was conducted. Information use and evaluation were uncovered to shed light on the influences of information practices on lifelong learning during learning transitions.

Improving language access in pharmacy at a comprehensive cancer center.

176 Background: Dana-Farber Cancer Institute (DFCI) conducted quantitative analyses of patient satisfaction survey data, stratified by patient demographics, to understand where gaps in experience exist. Results demonstrated differences among certain demographic groups, directing us to explore patient experiences qualitatively. DFCI conducted focus groups with diverse patient groups to identify improvement opportunities. Twelve virtual focus groups were conducted with adult cancer patients with Limited English Proficiency (LEP) and/or from historically marginalized populations (n=34). One additional focus group was conducted with DFCI patient-facing staff (n=15). Focus group participants identified the need for providing timely and informative ways to telephonically communicate with pharmacy staff in their preferred language. Patients with LEP indicated they felt less valued/heard due to the language barrier and were subject to longer call wait times because they needed an interpreter to speak with pharmacy staff. Methods: A multidisciplinary team was assembled to assess the current state of telephonic pharmacy language access and to redesign the workflows of the pharmacy phone lines. By June 2024, DFCI aims to increase the number of languages in which patients can engage with pharmacy services from 1 to 5 by expanding telephone workflows to include multi-lingual prompts and automatic connection to an interpreter. Process metrics include rate of patients communicating telephonically with DFCI pharmacies in their preferred language and average time for a non-English speaking patient to connect with an interpreter. To assess patient experience, DFCI is administering a satisfaction survey (both pre- and post-go-live of the phone line redesign) to patients with LEP who have used the pharmacy phone lines. This will assess whether the change has resulted in improvement. Results: Post go-live (June 2024) results will include the process and patient experience metrics described above. Conclusions: DFCI is among the first in the country to analyze its patient satisfaction data by demographic characteristics; to convene focus groups (informed by patient satisfaction demographic analysis) with historically marginalized and/or LEP populations; and to carry out an improvement effort (leveraging quantitative and qualitative data) to redesign pharmacy phone lines to be more inclusive. The pharmacy phone line redesign is critical to providing an equitable and satisfying experience for our patients with LEP.

Standardizing Excellence: Metric Assemblages in Mathematics Research in Chile

This study investigates the development, implementation, and establishment of evaluation metrics within the mathematics research community in Chile, a discipline where the use of bibliometric indicators for quality assessment has been highly controversial. Using a mixed-methods approach, the study conducted focus groups with mathematicians at different stages of their academic careers and analyzed the ANID Mathematics Studies Group's method for assessing researcher productivity. The findings reveal that the evaluation metrics in mathematics remain in a state of “magmatic flow,” fluid and solid, constantly changing yet stable enough to articulate multiple social worlds. The study highlights the challenges faced in three closely linked spheres: mathematical research, science and higher education governance, and organizational management. The functioning of this metrics assemblage as boundary infrastructure, which meets the information needs of diverse social worlds while maintaining the integrity of the interests involved, is a temporal achievement of situated practices that provide continuous adjustment and stabilization. The study suggests that academic metric assemblages are made unstable through practical politics involving controversies and qualitative deliberation. Concurrently, they achieve stability through translation and blackboxing practices.

Abstract B163: Researcher, Clinician, and Community Focus Groups to Inform an Understanding of Cancer Disparities in the Transgender and Gender Diverse

Abstract Background: A growing number of Americans identify as transgender or gender diverse (TGD). This population experiences barriers and challenges across to socio-ecological spectrum including healthcare. Simultaneously, there is limited data on cancer in TGD persons. While advances in data-capture provide promising opportunity for future research, a comprehensive understanding of cancer disparities for the TGD community is needed to inform clinically and socially relevant research questions – particularly on cancer prevention, risk, screening, and treatment. Our study aimed to develop a transdisciplinary (TDS) academic-community team to create a shared understanding of factors associated with cancer disparities in the TGD population with aid from discussion sessions and interviews with researchers, clinicians, and community members. Methods: The TDS team engaged in literature reviews and discussion to ground their collective understanding. The team also conducted focus groups and interviews with researchers, clinicians, and community members (N=55) to enrich the team’s understanding of factors associated with cancer disparities. Data were summarized and thematized and groups were compared. Results: Community organizations/members noted systemic issues such as insufficient training of healthcare providers and staff, individual mistrust, and not believing they would live long enough to worry about cancer development. Providers identified personal uncertainty working with TGD patients, knowledge of appropriate recommendations for cancer screening, and individual risk behaviors (i.e. tobacco and alcohol use) as potential causes for cancer disparities. Researchers indicated they had not considered including TGD individuals as a specific subject population, were unsure how to study given lack of mouse models for early-stage research and acknowledged the opportunity for future study inclusion. Further, community members discussed the persistent stress of existing as a TGD person during a time of increasingly aggressive anti-TNB legislation and social attitudes. Healthcare providers and researchers reflected on the behavioral and physiological impact of stress on an individual’s health and cancer risk. Conclusion: The findings from our focus groups elucidated areas of shared understanding between the three different audiences; however, they also highlighted concepts that were not shared which offer opportunities for further collaboration and learning by key stakeholders. Through our TDS and collaborative approach, we will continue deep learning between team members to identify specific research questions to address the root causes of TGD cancer disparities through TDS collaboration and innovative research. Citation Format: Tobi Cawthra, Chandler Cortina, laura Pinsoneault, Michael Munson, Andrew Petroll, Melinda Stolley. Researcher, Clinician, and Community Focus Groups to Inform an Understanding of Cancer Disparities in the Transgender and Gender Diverse [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B163.

Assessing the Impacts of Migration on Land Degradation in the Savannah Region of Nigeria

Migration-induced land degradation is a challenging environmental issue in Sub-Saharan Africa. The need for expansion due to urban development has raised the question of effective sustainable measures. Understanding migration and land degradation links is paramount for sustainable urban development and resource use. This is particularly true in Nigeria, where elevated migration levels frequently result in accelerated land degradation due to urban expansion. Given the need to understand the impact of migration on land degradation in the Savannah Region of Nigeria (SRN), this study introduces a novel approach by integrating remote sensing data (NDVI, NDBI) with local community perceptions (mixed-methods approach) to assess the impact of migration on land degradation in four migration destination communities located in two local government areas (LGAs) (Sabon Gari East and Sabon Gari West of Fagge LGA; Zuba and Tungamaje of Gwagwalada LGA). We conducted focus group discussions and a semi-structured survey with 360 household heads to obtain a comprehensive view of perceptions. Our findings revealed that 41.1% and 29.5% of the respondents agreed and strongly agreed that migration significantly contributes to land degradation. We analysed the spatiotemporal patterns of the Normalised Difference Vegetation Index (NDVI) and the Normalised Difference Built-Up Index (NDBI) acquired from Landsat 8 datasets for 2014 to 2023. While increasing NDBI values were observed in all communities, a slight decrease in NDVI was noted in Sabon Gari East and Tungamaje. Our analyses highlighted activities leading to land degradation such as land pressure due to built-up expansion at Sabon Gari East, Sabon Gari West, and Tungamaje, and deforestation at Zuba. Based on the varying challenges of migration-induced land degradation, we recommend adequate community participation in suggesting targeted interventions and policies to foster various adaptive capacities and sustainable environments within SRN communities and Sub-Saharan Africa.

Competences for socio-ecological stewardship: a qualitative assessment of the transformative potential of farmers’ learning processes in Eastern Uganda

ABSTRACT Purpose: This paper identifies socio-ecological stewardship competences that smallholder farmers in the Manafwa watershed in Eastern Uganda, developed by participating in a project founded on the Participatory Integrated Planning approach. Methodology: A case study approach was applied. Data were collected by interviewing smallholder farmers and PIP trainers; observing farm practices and PIP training sessions; and conducting focus group discussions. Data were analysed thematically, inspired by the environmental competence model of Roczen, to identify socio-ecological stewardship competences. Findings: The study identified socio-ecological stewardship competences comprising different sustainability-related dimensions including: ‘environmental knowledge’ as environmental systems, action-related, effectiveness, social, and ethical knowledge; ‘connection with nature’ as establishing an identity with nature, appreciating the value of nature, social, and ethical attitudes; and ‘ecological behaviour’ as conservation and restoration, social, and ethical actions. Practical implications: Competence dimensions are interconnected thus requiring learning environments that develop them simultaneously. Additionally, social and ethical competences are relevant for supporting stewardship action. Theoretical implications: This study expands Roczen’s environmental competence model by including social, ethical, and conservation and restoration action competences. Originality/value: This study is the first to identify socio-ecological stewardship competences and the learning processes that can foster these competences.

Emergency admission predictive risk stratification models: assessment of implementation consequences (PRISMATIC 2): protocol for a mixed methods study.

Emergency admissions are costly, increasingly numerous, and associated with adverse patient outcomes. Policy responses have included the widespread introduction of emergency admission risk stratification (EARS) tools in primary care. These tools generate scores that predict patients' risk of emergency hospital admission and can be used to support targeted approaches to improve care and reduce admissions. However, the impact of EARS is poorly understood and there may be unintended consequences. To assess effects, mechanisms, costs, and patient and healthcare professionals' views related to the introduction of EARS tools in England. Quasi-experimental mixed methods design using anonymised routine data and qualitative methods. We will apply multiple interrupted time series analysis to data, aggregated at former Clinical Commissioning Group level, to look at changes in emergency admission and other healthcare use following EARS introduction across England. We will investigate GP decision-making at practice level using linked general practice and secondary care data to compare case-mix, demographics, indicators of condition severity and frailty associated with emergency admissions before and after EARS introduction. We will undertake interviews (n~48) with GPs and healthcare staff to understand how patient care may have changed. We will conduct focus groups (n=2) and interviews (n~16) with patients to explore how they perceive that communication of individual risk scores might affect their experiences and health seeking behaviours. Findings will provide policymakers, healthcare professionals, and patients, with a better understanding of the effects, costs and stakeholder perspectives related to the introduction of EARS tools.

Adolescent-Centric Design of an Online Safety Chatbot

ABSTRACT Adolescents encounter numerous online challenges, including privacy breaches, cyberbullying, and online sexual harm, jeopardizing their well-being. Traditional interventions like counseling and educational programs are crucial but face accessibility and resource constraints. However, emerging technologies present new possibilities. Chatbots, known for their versatility in providing support, are gaining traction as a viable solution for adolescent online safety and mental health. This study investigates the potential of chatbots in aiding adolescents affected by online harms by conducting focus groups with students and pastoral care staff. Through thematic analysis, functional requirements for an effective chatbot were developed, revealing their capability to deliver immediate, personalized support, thereby mitigating barriers like cost and stigma associated with seeking professional help. This research underscores the importance of participatory design in crafting interventions that effectively meet adolescents’ mental health needs and combat online harms.

Practical Guidance for Preparing for and Conducting Focus Groups and Interviews with Community Members for Cancer Research.

To support meaningful and productive engagement in cancer research, we provide practical guidance for preparing for and conducting focus groups and interviews with community members. We provide 11 recommendations in two printable resources: (a) a checklist for preparing for focus groups and interviews with community members, and (b) a list of practical strategies to use when conducting the focus groups and interviews. These recommendations are based on our experience facilitating 15 focus groups and 20 interviews with 52 community members to codesign the study materials for a population-wide qualitative survey for understanding the needs and experiences of adults affected by cancer in Queensland, Australia. The checklist includes six recommendations: (1) define and document recruitment procedures, (2) use diverse recruitment methods to recruit a diverse sample, (3) implement multiple strategies to prevent and detect fraudulent participant sign-ups, (4) offer flexible options for research participation, (5) develop and pilot visual session materials, and (6) nominate lead and support facilitators (focus groups only). Practical strategies include five recommendations with examples for how to implement these in practice: (1) allow time to get started, (2) invite focused participation, (3) keep track of time, (4) facilitate productive and insightful conversations, and (5) debrief after sessions for continuous quality improvement. These resources can be used by students, researchers, and health care professionals conducting focus groups and interviews with community members to optimize the consumer's experience of participation in cancer research. The recommendations presented may also be applicable in health research more broadly.

Online Social Comparison and Impostor Phenomenon Among Music Education Undergraduates

The purpose of this study was to investigate online social comparison and impostor phenomenon (IP) in undergraduate music education students. In Phase 1, participants provided demographic information and completed measures of online social comparison, Facebook use, and the Clance Impostor Phenomenon Scale (CIPS). Facebook social comparison emerged as the only significant predictor of IP in participants accounting for 13.3% of the variance in CIPS scores. In Phase 2, I conducted focus groups to investigate participants’ perceptions of how they engaged in online social comparison. I identified four themes in the data: (a) comparing to peers online, (b) using Facebook for professional purposes, (c) psychological effects of online comparison, and (d) withdrawing from social media to avoid adverse effects. The findings provide insight for music teacher educators into how online social interactions among students may influence music educator identity and well-being during the undergraduate degree.

Introducing a short-medium format, paediatric surgical podcast into the formal teaching resources of a medical school

BackgroundPodcasts are a popular form of extracurricular education. They provide a range of benefits for listeners including an opportunity for learning whilst mobile. We aimed to assess the interest of medical students in a podcast series as a part of their formal paediatric surgery teaching resources; to determine the optimal format for such a podcast and, following their introduction, if they were considered to have a beneficial effect on student learning. MethodWe conducted focus groups with medical students to explore interest in a podcast series and to determine the optimal format. Our findings guided production and introduction of 5 short-format podcast episodes as an adjunct to available formal learning resources. We ran student focus groups to evaluate the podcasts until data saturation was reached. Transcripts were analysed through thematic analysis by two researchers, who used the constant comparison process to produce a coding framework, through which they identified relevant themes. ResultsMedical students utilised outsourced medical podcasts as an adjunct to formal medical school curricula. All students supported the introduction of a podcast series into formal teaching resources to extend paediatric surgical teaching. The preferred medical podcast format was a short, conversational style podcast that begins with a clinical case and ends with a summary. The introduction of podcasts increased student engagement in, and understanding of, podcast topics. ConclusionMedical students enthusiastically embraced paediatric surgical podcasts in their curriculum. The addition of short-medium format podcasts enhances learning and engagement. Medical schools should utilize the teaching benefits that podcasts offer.

“We tend to underestimate the children!” – a qualitative analysis of preschool teachers’ views on child-parent-teacher relationship-building during preschool transition

ABSTRACT Upon preschool enrollment, the child-teacher relationship becomes important for the child’s continued development. We suggest that parents may be essential in supporting the establishment of such relationships from the first weeks of the child’s preschool enrollment, the so-called “introduction process”. Recent data indicates that Nordic preschools organize this aspect of preschool introduction differently, but no empirically informed knowledge-base exists on how to best support positive family-teacher interactions. To enrich this sparse topic, we conducted focus groups with Swedish preschool professionals (N = 31) to qualitatively acquire experiences and reflections on child-adult interactions during preschool introduction. Thematic analysis revealed two themes, centering around emotional security and the need to introduce the child and the parent(s). While emphasizing the importance of the parent’s presence near the child during the introduction process, dilemmas and conflicting ideas about how to arrange child-adult interactions were revealed, with potential implications for the child’s transition and the child-teacher relationship-building.

What do parents know about social-emotional learning in their children’s schools? Gaps and opportunities for strengthening intervention impact

Universal school-based social and emotional learning (SEL) programs have been shown to have a range of benefits for students. However, these programs tend to focus on students, not involving parents, which may limit their impact outside the school context. We conducted focus groups and interviews with 118 parents, 58 teachers, and 6 school administrators at six public elementary schools across the United States implementing the Second Step SEL program to determine (a) what parents want to know about SEL in their children’s schools and why, (b) what parents actually know about SEL in their children’s schools, and (c) educators’ perspectives on SEL communication with parents. The findings suggest that school staff underestimate parents’ interest in knowing what their children are learning in SEL at school and perceive logistical barriers to SEL communication with parents. Accordingly, many parents report lacking knowledge about SEL despite valuing that knowledge and wishing to support their children’s SEL development. These findings point to ways SEL programs can be designed to better communicate with parents, and importantly, to facilitate parental engagement in the development of their children’s SEL skills.

Lessons Learned from a Community-led, Pilot Teletherapy Group for Older Women Living with Depression and HIV.

Older women with HIV face challenges to their quality of life, including neurocognitive decline, early-onset menopause, and chronic health issues. Chief among these concerns is depression, the most common psychiatric comorbidity among people living with HIV, with rates twice as high among women as men. However, tailored interventions among older women living with HIV and depression are lacking. Following the ADAPT-ITT framework to adapt existing interventions for cultural relevance among groups of people living with HIV, the study team revised an evidence-based intervention, the 'Stress Management and Relaxation Training/Expressive Supportive Therapy Women's Project (SMART/EST),' for online implementation. Working with two community stakeholders, the study team conducted focus groups, theater testing, and manual adaptation. This resulted in the development of e-SMART/EST, an online teletherapy group co-facilitated by a Licensed Psychologist and a credentialed Peer Counselor. The adapted, eight-session weekly intervention was tested with an exploratory pilot sample of eight older women (55 years and older) with HIV and depression. Participants rated the acceptability, feasibility, and appropriateness of the intervention, as well as symptoms of depression and HIV-related quality of life before and after the group. The e-SMART/EST Women's Project demonstrated high acceptability, feasibility, and appropriateness. Engagement was high, as women attended an average of 6.8 sessions. In qualitative interviews, participants reported peer co-facilitation, culturally relevant themes (e.g., HIV-related minority stress, critical consciousness, grief, and sex and pleasure), mindfulness techniques, and cohesion with other women as main favorable elements of the intervention. Barriers to online implementation included technological issues, distractions due to remote participation, and hindered emotional attunement compared with in-person group therapy. Findings support further research to test similar interventions in full-scale trials with older women living with depression and HIV.

Assessing the English Language Needs and Challenges of Chinese Undergraduates in Thai Universities

Background and Aim: Studying undergraduate in Thai universities is a popular option for Chinese students. International programs covering popular fields not only meet the goals of Chinese students but are also seen by Chinese students as the best way to harvest specialized knowledge and English ability because of the all-English teaching course. However, since the English language is the only communication medium for Chinese students, there are some difficulties and problems encountered by these students who are not English native speakers. Therefore, this study aims to explore the specific English language skills Chinese undergraduates need and the challenges they face in academic and everyday contexts in Thai universities. Materials and Methods: Participants involved 80 Chinese undergraduates studying four-year international programs in Thai public universities with an IELTS overall score of 5. Employing a mixed-methods approach, we distributed a questionnaire based on a five-point Likert scale to all participants and conducted focus group interviews with 12 participants. Results: Findings indicate a critical need to enhance writing and speaking for academic success, with an emphasis on specific-field terminology, and to improve listening and speaking skills for daily life communication. Besides, the lack of academic writing strategies and English communication in official institutions are the problems that undergraduates encounter in academic and daily contexts respectively. Conclusion: The study underscores the urgent need for tailored EAP courses that address both academic and everyday English use, with a particular focus on writing with academic vocabularies and enhancing communicative competence in key scenarios like immigration processing.

Exploring Critical Success Factors in Agritourism: A Mixed-Methods Approach

Agritourism is an alternative approach to distributing economic and social advantages and fostering sustainable development in rural regions. This research aims to identify critical success factors of agritourism to comprehend the obstacles and problems associated with Thailand and examine the essential factors of achieving success. The research adopts a mixed-method approach to collect, analyze, and interpret qualitative and quantitative aspects. The data was collected by reviewing documents, conducting in-depth interviews, conducting questionnaires, making onsite observations, and conducting focus group discussions. The questionnaires were sent to a panel of experts from educational institutions, the Ministry of Agriculture and Cooperatives, the Ministry of Tourism and Sports, and the tour operators. The data analysis involved paired t-tests and factor analysis to provide a comprehensive analytical output. The findings revealed four critical success factors in the Thai agritourism industry: geographical location, the entrepreneurial mindset of the farm operators, the quality of products and stories, and social media and publicity strategies. Agritourism sites in famous areas were found to have more potential for success, and an entrepreneurial mindset allows farmers to create attractions and diversify products. Therefore, knowing how to use new communication channels helps farmers deal with customers and better understand customer needs. Doi: 10.28991/HEF-2024-05-03-08 Full Text: PDF