Higher Education In Thailand Research Articles

Generative AI in student English learning in Thai higher education: More engagement, better outcomes?

Despite the growing body of research exploring artificial intelligence (AI) in educational contexts, there remains a critical gap in understanding the specific effects of generative AI (GAI) on English language learning, particularly within higher education in Thailand. This study addresses this gap by employing an explanatory sequential mixed-method design to explore both student and teacher perspectives. Quantitative data were analyzed using descriptive statistics, Mann-Whitney U tests, Spearman correlation analysis, and Kendall–Theil regression to examine students' acceptance, usage, and the relationship between GAI engagement and academic performance. Qualitative data, collected through structured written interviews, were analyzed using thematic analysis to uncover key themes from both student and teacher narratives. Quantitative findings reveal high student acceptance of GAI tools in terms of performance expectancy (M = 3.66, SD = .58), effort expectancy (M = 3.61, SD = .59), facilitating conditions (M = 3.51, SD = .59), and use behavior (M = 3.52, SD = .48), while social influence remained relatively lower (M = 3.31, SD = .54). Mann-Whitney U tests showed no statistically significant differences in GAI usage across high- and low-performing students (p > .05). Correlation analyses indicated strong associations between performance expectancy and other factors (ρ = .87, p < .001), yet no significant correlation with GPA (ρ = −.06, p = .76). Qualitative results from student reflections revealed improved efficiency, enhanced engagement, and increased linguistic confidence. Yet, concerns about overreliance on AI and the necessity for critical use were noted. Teacher narratives accentuated ethical concerns and the potential for GAI misuse, highlighting the need for balanced, responsible integration of AI into pedagogical practices. These findings underscore the potential of GAI to enhance learning experiences while emphasizing the importance of maintaining academic integrity and fostering critical thinking.

Developing Training Courses about Spiritual Leadership in Higher Education in Thailand: Critical Review

Purpose: Spiritual leadership launched into a significant topic in higher education globally; Thailand also desires to make positive social change sustainably in the World, the national higher education system is friendly identifying to a kind of leadership with spiritual growth, positive transformation, sustainability; however, the spiritual leadership is such one the higher education institutions in Thailand would like to search. Method: The study was a critical review; in literature searching, there were keywords such as spiritual leadership, higher education, curriculum, and Thailand. Then, the researcher synthesizes the pieces of literature to develop the critical reviews under compared analysis (diverse perspectives, advantages, and disadvantages); however, all documental resources were searched from qualified engines, such as Google Scholar, Research Gate, and online libraries. Results: The critical review found concepts of spiritual leadership with different perspectives in religion, business and higher education; then, the critical review also briefly introduced higher education in Thailand and why its higher education needs spiritual leadership and related training courses; however, the critical review disclosed the six types of training curriculums in developing spiritual leadership and general advantages and disadvantages in the training courses; finally, the researcher provided potential implications according to the major findings in the literature review, it may contribute practical suggestions to develop spiritual leadership in higher education in Thailand. Regarding the above necessary for developing spiritual leadership in higher education in Thailand, the researcher aimed to conduct a critical review, to fiful related theories in spiritual leadership concepts, what types of curriculums can assist spiritual leadership, what advantages and disadvantages in the curriculums, and why spiritual leadership suitably develop in Thailand. Conclusion: In conclusion, the study disclosed spiritual leadership there were different perspectives on its concepts; however, spiritual leadership in higher education refined as leadership encourages personal growth, positive transformation, and sustainability for individuals; then, the study found six types of training curriculums suitable for developing spiritual leadership in higher education in Thailand; according to Thailand's details in higher education and major findings, the researcher suggested potential implications to higher education institutions in Thailand for developing spiritual leadership, such as organizing the six curriculums into students.

Psychometric properties of the Thai Qualifications Framework for Higher Education instrument among Royal Thai Air Force nurse stakeholders.

The Thai Qualifications Framework for Higher Education (TQF: HEd) serves as a framework to enhance the quality of higher education in Thailand. However, no valid and reliable TQF: HEd instrument is available to measure the quality of graduates among Royal Thai Air Force Nurses. This study aimed to assess the psychometric properties of the TQF: HEd instrument among graduate nurses of the Royal Thai Air Force. Psychometric testing of the instrument was conducted. The instrument's validity was evaluated through a review by a panel of five experts, providing a content validity index (CVI). Construct validity was assessed using Confirmatory Factor Analysis (CFA) with a sample size of 308, and Cronbach's α coefficient was utilized to measure the scale's internal consistency. The Scale-Content Validity Index (S-CVI) was 0.88. CFA yielded the following fit indices: χ2 = 265.861, p = 0.068, df = 233, χ2/df ratio = 1.141, Comparative fit index (CFI) = 0.996, Tucker Lewis Index (TLI) = 0.993, Root Mean Square Error of Approximation (RMSEA) = 0.021, and Standardized Root Mean Square Residual (SRMR) = 0.033. The scale reliability was acceptable, with a Cronbach's alpha coefficient of 0.93 and 0.85-0.92 for the six factors. The TQF: HEd instrument demonstrates satisfactory psychometric properties, which will be valuable for those in charge of the curriculum in utilizing the instrument to measure graduate competency and guide curriculum development.

The analysis of collaboration in educational quality assurance policy: A case study of Walailak University

Collaboration is a contemporary management concept that is considered essential for achieving development policy outcomes. However, research on collaboration and quality assurance policies in higher education in Thailand has been challenging. The aim of this study was to investigate how collaboration contributes to the successful implementation of the educational quality assurance policy at Walailak University.To address this research question, a mixed-method approach was used which combined qualitative and quantitative research methods. This approach was chosen to provide a more comprehensive understanding of the subject and was based on the collaborative governance theory and resource-based framework. In-depth interviews were conducted with 13 key informants who are important actors in the quality assurance process at the university. These interviews were supplemented by a questionnaire survey of 400 respondents from various stakeholders at the university.&#x0D; The findings of this study showed that facilitative leadership, incentive to collaborate, repetition of effort to collaborate and resource-knowledge sharing are among the key determinants contributing to collaboration processes in educational quality assurance. The results also indicated that these factors are interrelated and can contribute to the successful implementation of the university's quality assurance policy. Based on these findings, models of collaboration in enhancing quality assurance outcomes were demonstrated that resource-knowledge sharing, negotiation, trust-building, commitment to the process and shared-understanding have statistically significant positive impact on educational quality assurance outcomes including producing graduate outcomes, research outcomes, academic services outcomes and preserving arts and cultures. The practical benefits were proposed and discussed.

Supply Chain Management for Pre-Teacher Preparation of Higher Education in Thailand Model

The article is in the second phase of research is about &amp;ldquo;the big data architecture for pre-teacher preparation supply chain with prescriptive analytics of higher education in Thailand&amp;rdquo;. The objectives of the study were (1) to study the pre-teacher preparation supply chain in Thailand, (2) to develop a model the big data system for the pre-teacher preparation supply chain management with prescriptive analytics of higher education in Thailand, (3) to design the big data architecture for the pre-teacher preparation supply chain management with prescriptive analytics of higher education in Thailand, (4) to develop the big data system for the pre-teacher preparation supply chain prescriptive of higher education in Thailand, (5) to assess accuracy of the predictive analytics in the pre-teachers needs of higher education in Thailand, and (6) to assess accuracy of the prescriptive analytics in the pre-teacher preparation of higher education in Thailand. In the study, the research procedures were divided into 6 steps according to the objectives, and all steps were assessed on the system suitability by 25 experts throughout the procedures.

The management of cooperative and work-integrated education for academic institutions of higher education in Thailand

The management of cooperative and work-integrated education for academic institutions of higher education in Thailand

THE IMPACT OF HIGHER EDUCATION SERVICE ON INSTITUTIONAL BRAND IN THAILAND: THE MEDIATING ROLE OF CHINESE STUDENTS’ SATISFACTION

This study aims to explore the impact of higher education services in Thailand on the brand of institutions and investigate the mediating role of Chinese students' satisfaction. Through a qualitative and quantitative survey, the author interviewed ten senior administrators and marketers from eight Thai universities and conducted a questionnaire survey among 450 Chinese students studying in China or Thailand. Data were analysed for quantitative analysis and content analysis of in-depth interviews. The results demonstrate a close relationship among academic services, non-academic services, student satisfaction, and institutional brand. Through a literature review and relevant data analysis, the research finds that higher education services play a key role in shaping the brand image and reputation of institutions. Excellent academic services have a direct impact on student satisfaction, and the improvement in satisfaction further enhances the recognition and influence of the university brand. In recent years, China has emerged as a leading global source country for international students. As one of the major education providers in the ASEAN region, Thailand's higher education sector faces intense competition from its peers in attracting Chinese students. This research reveals that many Thai universities recognize the potential value of brand awareness in attracting more students. However, the prioritisation of brand building is not a common practice among these institutions. This study was designed to identify successful branding and communication strategies for Thai universities. The findings will also prove valuable for universities aiming to target the Chinese student market, enabling them to assess and refine their marketing strategies.

Enhancing Socially Responsible Leadership for Undergraduate Students in Thailand: A Quantitative Model

Background and Aims: With the need for social profits and benefits in social development, Thailand needs to train their future leaders to possess leadership value-based, participated, purposed, and non-authoritative to resolve emerging social issues like social inequity, environmental pollution, democratic development, etc.; consequently, socially responsible leadership is a sort of tool can solve the problems and make better for society in Thailand; the research would conduct the five objectives in the researcher to propose a suitable model for enhancing socially responsible leadership for undergraduate students in Thailand: 1) to find what levels of socially responsible leadership are for university students in Thailand; 2) to find what levels of involvement frequency in activities can advance socially responsible leadership for university students in Thailand; 3) to determine whether there is a significant difference between student demographics and socially responsible leadership for university students in Thailand; 4) to determine whether there is a significant relationship between leadership activities and socially responsible leadership for university students in Thailand; 5) to propose a suitable model for developing socially responsible leadership for university students in Thailand. Materials and Methods: The researcher conducted the three theories: the social change model of leadership, the four types of leadership activities that can enhance socially responsible leadership for undergraduate students, and demographics of students; the research quantitative analysis and modeling; the duration of collecting data was in 6 months; there were 600 valid data from five representative universities in Bangkok, Thailand; then, the researcher would conduct model validation by five scholars from the universities in Bangkok, Thailand and an evaluation model as the CIPP. Results: The research includes the following findings: 1) there were eight dimensions of socially responsible leadership in higher education context in Thailand: commitment, controversy with civility, congruence, change, consciousness of self, collaboration, common purpose, citizenship; 2) there were the four types of leadership activities can enhance socially responsible leadership in higher education in Thailand: game related activities, student organizational and interesting club activities, classroom activities and leadership workshops; 3) there were three types of students who need to enhance the leadership: males, aged less than 18, and first-year level; 4) the researcher found almost the four types of leadership activities can be associated with the eight dimensions of socially responsible leadership (p&lt;.05) ; 5) according to the results of model validation, the five scholars approved the model has possibilities to enhance socially responsible leadership for undergraduates in Thailand by given scores (≥0.60). Conclusions: The model advises enhancing socially responsible leadership for undergraduates, males aged under 18, and first-year students in higher education in Thailand and higher education institutions in Thailand, which could lead to the four types of leadership activities appropriately. Furthermore, the model can provide practical paradigms for developing socially responsible leadership for related stakeholders concerned with student development in higher education in Thailand.

Preparing for Tomorrow's Challenges: Integrating Future Thinking into Crisis Management in Thai Higher Education

Background and Aim: Thailand's higher education institutions have several problems arising from demographic shifts, digital disruptions, geopolitical transformations, and environmental vulnerabilities. These circumstances call for the implementation of strategic foresight and flexible crisis management strategies, particularly in light of the ongoing COVID-19 pandemic. The objective of this review article is to provide a comprehensive understanding of the importance of maintaining continuity in future thinking as a proactive strategy for crisis management in the context of higher education in Thailand. Materials and Methods: The current paper serves as an academic platform that consolidates articles, books, and additional resources sourced from several online libraries. The previously mentioned scholarly essay effectively achieved its objectives by employing the methods of analysis and synthesis. The organization of the content in this academic work has been meticulously arranged to present an appropriate level of detail and depth to the research objectives outlined. Results: This academic article found that the application of forward-looking strategies in the management of crises within the Thai higher education system has the potential to bolster both resilience and sustainability. The essential components encompass proactive strategic planning, comprehensive scenario analysis, the integration of technical breakthroughs, and fostering collaborative efforts. This method guarantees the expansion and achievement of the sector within the dynamic higher education environment. Conclusion: Forward-looking strategies in Thai higher education management can enhance resilience and sustainability, involving proactive planning, scenario analysis, technical breakthrough integration, and collaborative efforts. To establish themselves as proactive agents of change, Thai higher education institutions must undergo a paradigm shift in their approach to crisis management. This necessitates dedication, cooperation, and embracing the inherent unpredictability. The benefits encompass a robust and future-oriented educational ecosystem that flourishes through challenges, influencing the trajectory of the industry.

The Evolution of University–Industry Linkages in Thailand

This paper aims to examine the evolution and major transition of Thailand's higher education system and its contribution to deepening and broadening local university‐industry linkages (UILs), especially in Thailand's high‐tech, mid‐tech, and science‐based industries. The ties with universities were deployed differently across sectors. Key driving factors are individual firms' strategies and efforts to upgrade their production bases in Thailand and sector‐specific government initiatives to facilitate university‐industry collaboration. While the UILs in the automotive sector are limited, the pharmaceuticals and electronics have shown collective effort in establishing sector‐wide UILs.

The learning package creation of NATAP-NORA for higher education in Thailand

The learning package creation of NATAP-NORA for higher education in Thailand

Shaping the entrepreneurial mindset - the cases of Social Entrepreneurship HUBs within higher education in Thailand and Myanmar

Background: The full potential of social entrepreneurship remains challenging to achieve, despite continuous efforts in various economies, including South-East Asia. Several obstacles need to be addressed, such as the scarcity of skilled employees, limited business understanding among founders, difficulties accessing funding and infrastructure, and the absence of proper social impact measurement. Higher education institutions (HEIs) often face constraints in engaging and supporting early entrepreneurial activities, exacerbating the imbalance in the social entrepreneurship landscape. This imbalance has been observed in both Thailand and Myanmar.&#x0D; Research objectives: The Erasmus+ funded project, STEPup, running from 2020 to 2023, recognized an opportunity to foster innovative social entrepreneurship practices tailored for disruptive business settings in these two countries. By applying the challenge-based learning approach through interactive case challenge proceedings involving social entrepreneurs, faculty mentors and students, the development of the entrepreneurial mindset of the latter group was studied.&#x0D; Research design and methods: To accomplish this, a multi-method research design was chosen, which involved a case-challenge experience within the framework of 6 universities, a questionnaire-based survey conducted among the student population which took part in the case-challenge experience and desk research.&#x0D; Results: The study revealed the necessity for a self-organizing and organic support system for social entrepreneurship. The objective of this paper is to present recommendations and strategic guidelines to enhance access and opportunities for existing social enterprises and social entrepreneurs seeking to establish and sustain a social enterprise ecosystem. The proposed framework leverages the support, expertise, and structure of existing higher education institutions.&#x0D; Conclusions: Higher Education Institutions can serve as excellent cases demonstrating how to design and develop resource hubs for social enterprise practitioners and engage stakeholders from all sectors to address social issues and promote awareness.

Exploration of Social Entrepreneurship Ecosystems in Thailand and Myanmar

Background: Although the social enterprise ecosystems in Thailand and Myanmar are at different levels of development, they share common challenges that need to be addressed to ensure that the sector lives up to its potential of helping these countries fully achieve their Sustainable Development Goals.&#x0D; Research objectives: The aim of this research is to identify common issues that social entrepreneurs in Thailand and Myanmar are facing within the ecosystems they operate in, and thus recommend specific actions that institutions of higher education in Thailand and Myanmar can take to support these ecosystems develop.&#x0D; Research design and methods: This research utilised desk-based secondary research from existing country reports, and primary research in the form of online surveys and focus groups with different stakeholders such as social entrepreneurs, local government officials and educators.&#x0D; Results: We identified several common challenges that social enterprises in these two countries face which include the centralisation of key ecosystem actors, lack of funding access, poor impact measurement and misconceptions of the sector as a whole among stakeholders.&#x0D; Conclusions: As a result of the research findings, we have provided several policy recommendations to higher education institutions wishing to engage and support their local social enterprise ecosystems.

Phenomenon-based teaching competency development for teacher educators in higher education in Thailand

Phenomenon-based teaching competency development for teacher educators in higher education in Thailand

Internationalization of higher education in Thailand: Promises and reality

Internationalization of higher education in Thailand: Promises and reality

A guideline for development a short-term classical guitar curriculum in Thailand

The objectives of this research were to (1) study criteria for practice of the classical guitar test to be used as a guideline for the entrance examination for higher education in Thailand and (2) find the ways to develop curriculum of a short- term classical guitar for entrance examinations of higher education by studying the information from documents, principles, theories, and criteria of the classical guitar test to be used as a guideline for admission to higher education in Thailand. The results of the research were as follows 1) criteria for practice of classical guitar test to be used as a guideline for the entrance examination for higher education. There were 2 parts of the contents for examination including technically, candidates must be able to practice the scale, length was not more than 4 sharps, 4 flats in major and minor scales with arpeggio and the piece contained and exercise song and 2 general pieces, difficulty from Intermediate to advanced and there were differences in style of music eras or musical styles from different composers and all the pieces that test takers must play from memory, and 2) curriculum of a short-term classical guitar for tertiary entrance examinations that had a content consists of 2 parts. The first one, the content and course details, were the curriculum competency, course descriptions, tools, materials, equipment, training materials and learning resources and background knowledge and qualifications of trainees and the second one, measurement and evaluation consisted of 3 parts : a post-test to review the process and the duration of attending the training was not less than 80 percentage of the training time according to the curriculum.

Expected and Actual Learning Outcomes of Teacher Students Based on National Qualifications Framework for Higher Education

The major objectives of the research were to evaluate and compare expected and actual learning outcomes of teacher students based on National Qualifications Framework for Higher Education in Thailand. The key informants were one hundred and eighteen 1st and 2nd year of teacher students from one university in 2020. The research instrument was a questionnaire on five domains of the national qualifications framework for higher education in Thailand. The data were analyzed by a statistical procedure: percentage, mean, and standard deviation. Paired-samples t-test and content analysis were employed for the study. The research findings indicated that the overall expected learning outcomes and actual learning outcomes regarding the five domains of the national qualifications frameworks were at a high level. The expected learning outcomes and actual learning outcomes regarding the comparison of the expected learning outcomes and actual learning outcomes with the national qualifications framework were not different.

Success or Failure of the Thai Higher Education Development—Critical Factors in the Policy Process of Quality Assurance

Understanding the factors affecting the policy process of quality assurance is important for assessing the development of higher education. Here, we used a qualitative research approach, along with an analysis of policies and a literature review, to investigate the national policy process. The factors of quality assurance relating to improving the quality of higher education and SDGs in Thailand since the introduction and implementation of a national policy on quality assurance between 1999 and 2019 were also analyzed. Content area experts in Thailand were directly interviewed, and the obtained data were analyzed in terms of the Act. Through the analysis, we identified three main processes affecting education quality assurance between 1999 and 2019; namely, policy formulation, policy implementation, and policy evaluation. Our findings reveal that, although the policy was defined as an act during the policy formulation process, its implementation and evaluation have been limited by critical factors, such as the achievement of graduates, university ranking, and the country’s competitiveness. We conclude that prioritizing the quality assurance policy and facilitating relevant factors are essential to improving the development of higher education in Thailand.

Key issues influencing the future internationalization of higher education: the case of Thailand

Purpose The rapidly changed global context for internationalization (IZN) over the next decade prompted a decision to use a futurist perspective for identifying issues to be considered in the organization’s next strategic plan. This paper aims to report on this project to identify current and strategic issues influencing the future strategy of the higher education (HE) IZN for Thailand on behalf of the Bureau of International Cooperation Strategy and the Office of the Higher Education Commission. Design/methodology/approach The research approach was a customized version of the University of Houston’s Framework Foresight method. It involved framing the domain with a description and domain map, scanning for signals of change within the domain and emerging issues analysis to produce a set of current and emerging issues. A planning step synthesizes a set of recommended actions. Findings The key findings reported in this paper are the identification of 14 current and emerging issues influencing the future of the IZN of HE in Thailand. The issues were organized along with the three horizons framework: H1: how are we [currently] doing? H2: what should we do next and H3, where do we want to go? The primary recommendation of this research reported on in this study is to consider the 14 issues for inclusion into the next strategic plan. Seven specific strategic options mapped over three phases were identified as well. The research reported here was carried out for Thailand, but the process could easily be adapted by other countries and other topics. Research limitations/implications The modified version of the University of Houston Framework Foresight approach has been applied successfully to many topics. The topic explored here is focused on one nation, Thailand. The authors feel the lessons are, however, broadly applicable. Practical implications The ability to use a futurist perspective to identify current and emerging issues is highlighted. The organizing of the issues using the three horizons framework proved to be particularly useful in helping the client to develop a sense of timing regarding the future, that is, when and to what degree to pay attention to the many issues that typically confront any organization. Originality/value The use of the three horizons framework in the analysis of the emerging issues provide benefits in two ways in situating the likely timing of signals of change in horizon scanning and “scan hits” both scanning for the identification of issues and organizing the resulting current and emerging issues along the three horizons with H1 current issues: how are we [currently] doing?; H2 emerging issues: what should we do next and H3 emerging issues, where do we want to go? The paper also includes a section exploring the impact of Covid-19 on the likely timing of the issues identified just before the pandemic hit, finding that timing of some issues would speed up, some would stay the same and some would slow down.

Learning Management Impacted with COVID-19 at Higher Education in Thailand: Learning Strategies for Lifelong Learning

The COVID-19 situation has a serious global impact on the education system. Thus, the research purpose is aimed to construct the models of online learning strategies for Thailand students on learning management in the coronavirus 2019 scenario. The research methodology was conducted according to the process of the cross-industry standard process for data mining, known as the CRISP-DM model for developing the best research. The data collected 487 students from the University of Phayao (UP), and Rajabhat Maha Sarakham University (RMU) from the 1st semester in academic year 2020. The collected data has been agreed upon in accordance with research ethics. The results of the study revealed that the factors influencing the model consisted of 8 out of 38 attributes, with a high predictive accuracy (85.14%). Finally, the researchers can plan for the management of teaching and learning for students at the University of Phayao to solve the Coronavirus 2019 Scenario in the academic year 2021 and the future.