Schools In Thailand Research Articles

Exploring the Characteristic of Good Catholic Teacher of the Sister of Saint Paul de Chartres in Thailand

This study aims to analyze the characteristics of good teachers at St. Paul de Chartres parish schools in Thailand including directors, heads of department, and teachers who make up the total population of 2,400 from 24 schools. A sample of 420 people was selected by stratified random sampling. The research tool was the Good Teacher Characteristics Questionnaire and Rating Scale. The statistics used to analyze the data included was exploratory factor analysis. The results were divided into two parts: The General sample data analysis of good teachers at the Sisters of St. Paul de Chartres Schools in Thailand was comprised of good teachers. 361 of the 420 teachers were female, 86.0% were between the ages of 36 and 45, and 111, or 26.4%, were female. When categorized by level of education, it was discovered that 334 teachers, or 79.5%, held the highest level of bachelor's degrees. There were 211 teachers or 50.2% with at least 16 years of experience, and 375 teachers, or 89.3%. were teachers at the school. And the analysis of the data was analyzed with good teacher characteristics component analysis and divided into 6 components as follows: knowledge (well-rounded), interpersonal skills (interpersonal skills), working spirit spirituality, lifelong learner, teacher leadership) and a good role model (role model).

Problem Faced by Indonesian Internship Students in Thai English Language Teaching Classroom Context

What are the problems faced by Indonesian internship students in Thai English Language Teaching Classrooms Based on the problem statement, the proposed objective is to find out the problem or the obstacles experienced by internship students in English language teaching classrooms while teaching in Thailand School. Considering the different cultural backgrounds, this research is expected to explore the internship problems and whether internship students experience any cultural issues. This research uses a qualitative method that explores cross-cultural communication issues in participants, according to Creswell (2018, p. 294) In most cases, qualitative research presents the data, interprets the data, validates it, and shows the potential of the research results in order to expand the steps of data analysis and the methods used. In qualitative research, the social context is taken into consideration while examining events from the perspectives of the individuals being studied. This includes research that uses interpretative naturalistic techniques (Denzin & Lincoln, 2005 Kihlgren, 2016). The findings of the interviews from the three domains of problems faced by the internship students during the teaching internship program are based on the findings of the interview results that have been conducted by the researcher. 1. Teaching Learning Aspects as the Problem in ELT Classroom, 2. Personal Aspects as the Problem in ELT Classroom, 3. Communication Aspects as the Problem in ELT Classroom. Based on the findings that the researcher has found, the difficulties experienced by internship students during the internship program are quite varied, so it is in accordance with the problems found by the researcher that the main problems experienced by internship students in the internship program come from the cross-cultural problems that occur in English language teaching classrooms.

Prevalence of Depression and Generalized Anxiety Among LGBTQ+ Medical Students in Thailand.

This study evaluated the prevalence and associated factors of depression and generalized anxiety among LGBTQ+ in five medical schools in Thailand. The Patient Health Questionnaire-9 (PHQ-9) and Generalized Anxiety Disorder-7 (GAD-7) were used to assess major depressive disorder (MDD) and generalized anxiety disorder (GAD), respectively, and multivariable logistic regression was employed to identify associated factors. Of 1,322 students, 412 (31.16%) identified as LGBTQ+. The prevalence for MDD and GAD among LGBTQ+ students were 32.77% and 17.23%, respectively. Significant associated factors for both MDD and GAD were a history of psychiatric illness (AOR for MDD = 2.32, p = .020; AOR for GAD = 3.67, p < .001), educational problems (AOR for MDD = 6.62, p < .001; AOR for GAD = 5.12, p < .001), and dissatisfaction with gender identity or sexual orientation (AOR for MDD = 1.92, p = .019; AOR for GAD = 2.47, p = .005). Additional factors associated with MDD were preclinical years (AOR = 2.30, p = .023), financial struggles (AOR = 2.05, p = .021), and inadequate peer support (AOR = 2.57, p = .044). In conclusion, nearly one-third and one-fifth of Thai LGBTQ+ medical students suffer from MDD and GAD, respectively. Our findings suggest that Thai medical schools should promote LGBTQ+ inclusivity to enhance students' identity satisfaction. Peer support groups should be encouraged, especially for preclinical LGBTQ+ students who face educational and financial challenges.

Exploring Perceptions of 21st Century Skills among Thai Grade 9 Students: A Focus on the 4Cs st

This study investigated the perceptions of Thai secondary school students regarding the importance of 21st-century skills, specifically focusing on the 4Cs: creativity, critical thinking, communication, and collaboration. The study employed survey research using a 68-item online questionnaire via Google Form, which was distributed to 146 ninth-grade students at a school in Thailand during the 2024 academic year. Data were analyzed using descriptive statistics, including percentages, means, and standard deviations. The findings reveal a strong positive perception of all four 4Cs skills, with over 72% of students recognizing their importance. Communication skills emerged as particularly significant, receiving the highest agreement rating among the 4Cs (M=3.62). This emphasis on communication suggests a potential focus on these skills within secondary education, highlighting the need for continuous development throughout a student’s academic journey. Although creativity and critical thinking also received a mean of 3.61, collaboration skills, while still viewed favorably, had a slightly lower agreement mean (M=3.60). This suggests a potential need for further exploration of collaborative learning environments within the school setting. These insights from the findings can inform targeted improvements in educational practices, particularly by developing curricula directed at promoting communication-focused activities and more effective collaborative strategies, to better prepare students for future academic and professional challenges.

The Thai Folk Game “Jik Sen” has Become a Recreational Sport for Older People in Senior Citizen Schools

Objectives. The purposes of this study were to: 1) develop an exercise program incorporating the Thai recreational sport “Jik Sen” for older people in senior citizen schools; 2) investigate the effects of the exercise program incorporating the Thai recreational sport “Jik Sen” on the physical fitness of older people in senior citizen schools; and 3) assess the satisfaction level of older people with the exercise program incorporating the Thai recreational sport “Jik Sen”. Materials and methods. This was a two-group experimental study including the experimental group of 17 people (65.53 ± 3.43 years) and the control group of 17 people (65.76 ± 3.60 years). The participants in this study were healthy individuals aged 60 years and above, who were actively engaged in the elderly school program. They were selected using a purposive sampling method and subsequently assigned them to the experimental and control groups using a matching method based on BMI. The research tools consisted of the exercise program, which incorporated the Thai recreational sport “Jik Sen” developed by the research team, and the Senior Fitness Test (SFT). For a period of 8 weeks, the experimental group involved in an exercise regimen comprising 60 minutes of daily training in the Thai recreational sport “Jik Sen”, with a frequency of 3 days per week. The control group was instructed to maintain their normal daily routine and did not participate in any physical activities or exercise programs during the experiment. The data were analyzed using mean, standard deviation, percentage, and t-test. Results. 1) The exercise program incorporating the Thai recreational sport “Jik Sen” for older people in senior citizen schools can be appropriately used to promote exercise and sports in elderly schools in Thailand. The IOC value was 0.97. 2) A significant difference was observed in the mean scores of the 8-foot up-and-go test between the pre-experimental ( = 7.94, S.D. = 1.34) and post-experimental (after 8 weeks) ( = 6.70, S.D.= 0.79) periods for the experimental group at the level of 0.05. The mean scores of the 8-foot up-and-go test between the control group (= 7.84, S.D. = 1.16) and the experimental group (=6.70, S.D. = 0.79) were also found to be significantly different at the level of 0.05. 3) The experimental group expressed high levels of satisfaction with the exercise program involving the Thai recreational sport “Jik Sen” for older people in senior citizen schools, with a mean score of 4.62 ± 0.51 points. Conclusion. The exercise program incorporating the Thai recreational sport "Jik Sen" can effectively enhance the dynamic balance of older individuals in senior citizen schools. Furthermore, it has been shown to facilitate social interaction, improve cognitive abilities including thinking and planning skills, and promote enjoyment.

Exploring the Impact of SQ4R Technique on Reading Comprehension in 10th-Grade Students

The study was conducted with the primary objective of investigating the effectiveness of the SQ4R technique in enhancing the reading comprehension skills of 10th-grade students. To achieve this objective, a quasi-experimental research design was chosen, involving a single group of participants. The study cohort consisted of 40 10th-grade students from a secondary school in Thailand. The instruments were an SQ4R learning management plan and a specially designed reading comprehension test. Data analysis in this study was conducted using two distinct approaches. First, the effectiveness index (E.I), calculated as the ratio of E1 (process effectiveness) to E2 (product effectiveness), was employed to gauge the overall effectiveness of the intervention. Second, a paired sample test was utilized to determine any statistically significant differences between the participants' pre-test and post-test scores. The data collection process spanned an entire semester and was conducted within a public school in Thailand during the first semester of the 2023 academic year. The results obtained from this study unequivocally demonstrate the positive and constructive impact of the SQ4R technique on the reading comprehension abilities of the participating students. These findings not only contribute valuable insights to the field of education but also emphasize the practical utility of the SQ4R model in enhancing reading comprehension, particularly within the context of 10th-grade students in Thailand.

Promoting analytical thinking skills development in elementary school students through animated cartoons

Traditional educational settings often struggle to engage students and cater to their individual needs when cultivating analytical thinking skills. This study addresses this challenge by exploring the potential of animated cartoons to enhance analytical thinking among elementary students. The research aims were to develop an animated cartoon format that encourages analytical thinking, evaluate its effectiveness, and investigate students' application of analytical thinking. Using cluster sampling, 2258 students were selected from 44 randomly chosen schools in Thailand's Mekong River Basin. The study employed a mixed-methods approach, utilizing document analysis, format suitability assessment, and an analytical thinking skills rubric. Data analysis involved qualitative summaries, descriptive statistics, and comparisons of pre- and post-intervention assessments. The findings revealed that the developed 3D animated series “Tang Na's Analysis" significantly improved students' analytical thinking skills, with high format suitability and good quality analytical thinking post-intervention. This study highlights the potential of animated instructional media to stimulate higher-order cognitive functions and make complex concepts accessible, contributing to the integration of engaging technological tools in education to nurture essential thinking skills.

Thai Secondary EFL Teachers’ Use of Digital Literacy Tools in Post-COVID-19 Teaching

This study investigates the reasons behind pre-service and in-service teachers’ decisions to use digital literacy tools in their teaching following the COVID-19 pandemic. The objective is to understand the factors influencing their choices and to identify areas where support and training are needed. Semi-structured interviews were conducted with eight teachers from a university demonstration school in Thailand, evenly divided between pre-service and in-service teachers. The Technology Acceptance Model (TAM) framework guided the creation and adaptation of the interview questions. The findings indicate that pre-service teachers prefer digital tools that are easy to use, accessible, and affordable, with features such as templates, multimedia, and engaging functionalities. In contrast, in-service teachers prioritize familiar tools that save time and enhance the quality of teaching materials. Both groups value tools that facilitate collaboration and ensure privacy. The study highlights the significant generational differences in technology adoption, with younger teachers showing a greater inclination towards exploring a variety of digital tools, while more experienced teachers tending to stick with familiar technologies due to time constraints and comfort levels. These insights underscore the necessity for ongoing, tailored professional development programs that address the specific needs of both pre-service and in-service teachers. Such programs should focus on enhancing digital literacy, providing practical examples of new tools’ benefits, and fostering a supportive community for technology integration. By understanding these differences, educational institutions can better support teachers in integrating digital literacy tools effectively, thereby improving teaching practices and professional development opportunities. The implications of this study suggest that a one-size-fits-all approach to technology training may not be effective, and differentiated support is essential to cater to the diverse needs of educators.

Using English as a Language of Instruction in Rural Schools in Thailand: Key Challenges for Teaching and Learning

Primary school teachers in Thailand are encouraged to use English as a language of instruction across all curriculum areas in their classrooms, not just in English lessons. However, many non-English major teacherswho teach in rural schools struggle to deliver lessons in English due to the lack of professional knowledge and ongoing support for English language usage. This paper considers the experiences of non-English major teachers working in rural schools in Thailand who participated in a coaching and mentoring program to support their motivation and confidence to use English as a language of instruction. A participatory case study research design was used for this study, which included classroom observations and semi-structured interviews with teacher–participants before, during and after the coaching and mentoring program. Some of the key challenges that arose included the use of Thai as a language of instruction, lack of resources and support for the use of English as a language of instruction, lack of clarity in school policies and the limited availability of professional learning for teachers in rural schools.There is an urgent need for additional professional learning support for teachers, especially those working in rural schools, to ensure success of the Thai government’s policy aim to make English available as a language of instruction in all primary schools.

An Exploratory Factor Analysis (EFA) on Components and Indicators of Area-based Social Innovation for Small-sized Secondary Schools in Thailand

This study was designed to investigate the components and indicators of area-based social innovation for small-sized secondary schools in Thailand. A total of 400 school administrators and teachers from 200 small-sized secondary schools at northeastern region of Thailand participated in this study as respondents. The researchers employed a survey design using a questionnaire as a research instrument. They conceptualized social innovation for small-sized school’s components and indicators by analyzing documents and past studies to develop a social innovation model using exploratory factor analysis. The findings showed that a total of seven components and 14 indicators were identified from the measurement model. The seven components and 14 indicators were (i) community engagement and participation with two indicators namely stakeholder involvement and community needs assessment; (ii) inclusive and equitable education with two indicators, namely access and inclusion and support systems; (iii) collaborative partnerships with two indicators, namely local collaborations and inter-school networks; (iv) curriculum and pedagogical innovation with two indicators, namely relevant curriculum and innovative teaching methods; (v) capacity building and professional development with two indicators, namely teacher training and leadership development; (vi) sustainable practices with two indicators, namely environmental education and resource management, and (vii) monitoring and evaluation with two indicators, namely impact assessment and feedback mechanisms.

Analisis Kompetensi Pedagogik Guru PAI Dalam Kegiatan Pembelajaran PAI di SMA Bakong Pittaya School Pattani Thailand

A keyelement in the growth of teaching as a professionis teacher competency. A teacher needs to be proficient in a variety of behaviors, knowledge, and abilities in order to accomplish their professional tasks, which are demonstrated in their performance. When it comes to designing learning activities that will provide the best learning out comes, pedagogical expertise is the most important factor to take in to account. In actuality, though, there are still educators who lack pedagogical competency. The purpose of this study is to evaluate the Islamic Education (PAI) teachers' pedagogical proficiency in PAI learning activities at Bakong PittayaSchool in Pattani, Thailand. To comprehend the elements influencing the level of pedagogical competenceof PAI instructors at Bakong Pittaya School in Pattani, Thailand, as well as the characteristics of teacher competence in Thailand. This study takes a descriptive approach while using a qualitative research methodology. Data collection techniques, content analysis, interviews, and observation are all part of qualitative research. This study is being conducted at Bakong Pittaya School in Pattani, Thailand. According to the author's discussions with Islamic Education instructors and the school director, the pedagogical ability of PAI teachers at Bakong Pittaya School in Pattani, Thailand, is deemed good. Three components make up the pedagogical competency of PAI teachers: creating learning implementation plans (RPPs), carrying out learning, and conducting assessments. Teacher competency in Thailand is regulated by a teacher constitution that out lines the abilities or competencies a teacher must have, referred to as the teacher standards. Factors affecting the quality of pedagogical competence of PAI teachers in Thailand include internal factors such as efforts and initiatives from the PAI teachers themselves to develop knowledge in their field. Lack of discipline and responsibility among teachers pose a significant challenge for schools in Thailand in improving teacher competence. External factors include the school's support in providing learning facilities. Supporting factors involveactive participation from parents, community associations, teacher representatives, student representatives, directors, and principals, as well as academic experts/advisors, all of whom are part of the school committee. Keywords: , ,

The Integration of Local Wisdom with Learning Innovations in the ‘Buddhism’ Course for Lower Secondary School Students in Thailand’s Educational Opportunity Expansion Schools

This research aims to investigate the local wisdom within communities served by educational opportunity expansion schools in Thailand. Specifically, it seeks to identify local wisdom that can be integrated into the &amp;lsquo;Buddhism&amp;rsquo; course for lower secondary school students. The study also synthesizes the integration of this local wisdom with learning management and develops an innovative learning model named &amp;lsquo;SAAOL&amp;rsquo;. Additionally, student satisfaction with this learning approach is evaluated. The study involved religious leaders, local philosophers, community leaders, educational administrators, teachers, and 200 students selected through purposive sampling. Research tools included in-depth interviews, a learning management manual, and a satisfaction assessment form. The results reveal four local wisdoms, namely &amp;lsquo;Sim&amp;rsquo;, &amp;lsquo;Khalum&amp;rsquo;, &amp;lsquo;Pha-Wed Cloth&amp;rsquo;, and &amp;lsquo;Khun Mak Beng,&amp;rsquo; which can be integrated into the &amp;lsquo;Buddhism&amp;rsquo; course through the &amp;lsquo;SAAOL learning model.&amp;rsquo; Student satisfaction with this approach was notably high.

Lesbian, gay, bisexual, transgender, and queer health-related educational experiences in undergraduate medical curricula among Thai medical schools (LEAD-IN)

Purpose In Thailand, Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) individuals face significant health disparities and discrimination in healthcare. A primary cause is the lack of knowledge among doctors and their negative attitudes towards LGBTQ people. The purpose of this study was to explore the current undergraduate medical curricula of medical schools in Thailand concerning learning outcomes, contents, teaching and learning methods, and assessment methods in the field of LGBTQ health. It also sought to gather opinions from principal stakeholders in curriculum development. Methods The authors employed a mixed-methods approach with a convergent design to conduct the research. Quantitative data were collected from 23 deputy deans of educational affairs using a standardized interview form, and qualitative data were obtained through in-depth interviews with key stakeholders including 16 LGBTQ healthcare receivers, 22 medical students, and three medical teachers. Both datasets were analyzed simultaneously to ensure consistency. Results The findings indicate that none of the medical schools had established learning objectives related to LGBTQ healthcare within their curricula. Of the institutions surveyed, 8 out of 15 (53.3%) offered some form of teaching on this topic, aligning with the qualitative data which showed 7 out of 17 institutions (41.2%) provided such education. The most frequently covered topics were gender identity and sexual orientation. Lectures were the predominant teaching method, while multiple-choice questions were the most common assessment format. There was a unanimous agreement among all principal stakeholders on the necessity of integrating LGBTQ healthcare into the M.D. program and the professional standards governed by the Thai Medical Council. Conclusions Although some Thai medical schools have begun to incorporate LGBTQ health into their curricula, the approach does not fully address the actual health issues faced by LGBTQ individuals. Future teaching should emphasize fostering positive attitudes towards LGBTQ people and enhancing communication skills, rather than focusing solely on the cognitive aspects of terminology. Importantly, medical educators should serve as role models in providing competent and compassionate care for LGBTQ patients.

Interactive Tablets: Catalyzing Engaged Science Learning in English Instruction

Schools in Thailand are increasingly using tablet computers for active learning. As interactive technology is increasingly used in the classroom, teachers are becoming more concerned about it. This qualitative study explores using a tablet computer as an interactive tool for active learning in teaching science in English. The research study involved three classes with ninety-three Grade 8 students from a demonstration school in Southern Thailand. The study was carried out for three weeks in all three classes. The classroom implementation was recorded and analyzed. Ninety-five percent of the students used tablet computers for class participation, while five percent used phones. The results showed that students used their tablet computers to search for different body parts in English, words that described the body parts and the meaning of the words. They learned independently and at their own pace to complete the classroom tasks. The results suggested that tablet computers are an excellent interactive tool to support active learning in teaching science in English in Grade 8 classrooms.

Improving Teacher Performance By Worship Motivation and Work Discipline Case Study at Bakong Pittaya School, Thailand

This study aims to determine how work discipline and motivation affect teachers' performance. This study used total sampling for data collection, which involved distributing questionnaires and measuring the results with a Likert scale. Work discipline and motivation are the study's independent variables, and Teacher Performance is the study's dependent variable. The outcomes of this study demonstrate that work discipline and motivation both positively and significantly affect teachers' performance. Conclusion Teacher performance is significantly impacted by work discipline. This demonstrates that teachers' performance at Bakong Pittaya School in Thailand will improve the more work discipline they possess. With the T-statistic value of 6.947, the influence of work discipline is more significant than motivation.

Establishing Inclusion for SEN in Faith-based Schools in Thailand: A Case Study

In Thailand, research on inclusion program predominantly focused on inclusion programs in government-run schools. The need to understand specific inclusion of students with special needs (SEN) within faith-based settings cannot be neglected. This study addresses this gap by investigating the processes by which diverse faith-based schools in Thailand foster the inclusion of students with special needs. Through in-depth interviews with nine participants and observations from two faith-based schools, a case study was employed, incorporating within-case and cross-case analysis. Findings reveal that faith-based schools established inclusion models aligned to the schools’ mission statements and values. Inclusive practices were open communication, parental involvement, teachers’ collaboration, and specific inclusion strategies such as accommodation and modification, as well as celebrating diversity and inclusion. Barriers to inclusion include lack of knowledge, skills, and training in inclusion. Further research on the long-term influence of faith-based schools’ values on inclusion practices and the quality of life of SEN can enhance global understanding of faith-based approaches to inclusivity.

What Do LGBTQ+ Medical Students Experience and Need in Medical School? A Multicenter Qualitative Study in Thailand.

This study evaluated the experiences and needs of lesbian, gay, bisexual, transgender, queer, and other sexual and gender minorities (LGBTQ+) attending medical schools in Thailand. Medical students from 4 medical schools in Thailand were recruited in 2022. LGBTQ+ participants were selected via purposive sampling and invited for semistructured interviews. Verbatim transcripts were analyzed using reflexive thematic analysis. Interviews were conducted with 39 students identifying as lesbian, gay, bisexual, transgender, queer, questioning, nonbinary, asexual, or androgynous, with a mean age of 21. The experiences of these LGBTQ+ individuals in medical school had 4 themes: (1) normalization of LGBTQ+ identity among friends, or not openly identifying as LGBTQ+ (because it was viewed as unnecessary), facilitated everyday life; (2) fear of negative judgments from being LGBTQ+ by attending physicians and patients; (3) authenticity to sexual or gender identity provided relief; and (4) personal histories of discrimination affected self-disclosure and social dynamics. Overall, approximately 17% of reported stressors were directly associated with participants' LGBTQ+ identity. The identified needs within medical schools comprised 2 themes: (1) treat each other with equal respect (with 3 subthemes: nonjudgmental attitudes supported by effective discrimination reporting systems; more LGBTQ+-related education and extracurricular activities; and activities driven by voluntariness without gender-based selection); and (2) abolishment or amendment of regulations that strictly enforce gender binaries. These amendments could include implementing flexible dress codes, establishing gender-neutral restrooms and dormitories, and introducing gender-neutral titles. Transgendered participants reported experiencing the most significant disparities due to binary regulations and infrastructures. LGBTQ+ medical students in Thailand reported fear of negative perceptions by attending physicians and patients. Exposing everyone, particularly attending physicians, to examples of unintentional discrimination is recommended. There is also a need to promote LGBTQ+-related education and extracurricular activities and to ensure activities and regulations are not gender-divided.

Clinical and Echocardiographic Predictors of the In-Hospital Mortality and the Association with the Microorganisms in Patients with Infective Endocarditis

Background: Infective endocarditis (IE) is an infrequent, but serious disease with high mortality. Objective: To evaluate the factors predicting the in-hospital mortality in patients with IE and to determine the association between factors and microorganisms. Materials and Methods: The medical records of adult patients diagnosed with IE by modified Duke’s criteria at Siriraj Hospital, the largest tertiary referral center and medical school in Thailand, between December 2014 and April 2020 were retrospectively reviewed. Results: One hundred thirty-nine patients with IE were included with an average age of 54.4±15.9 years and 62.6% were male. Native valve endocarditis (NVE) was diagnosed in 77.3%. The three most common pathogens were Streptococcus spp. at 50.4%, culture negative IE at 16.5%, and Staphylococcus aureus at 12.2%. Streptococcus spp. was the more common in NVE (p=0.017) and mitral valve IE (p=0.042). Heart failure and embolic stroke occurred in 43.9% and 12.2% of patients, respectively. Valve surgery was performed on 63 patients. Aortic, mitral, and multivalve involvements of IE were reported in 53.3%, 49.6%, and 10.1%, respectively. Valvular complications were detected in 40.3%, which were perforation, pseudoaneurysm, and perivalvular abscess in 30.2%, 8.6%, and 7.9%, respectively. The in-hospital mortality rate was 19.4% and significantly higher in older age (adjusted odd ratio [aOR] 1.05, 95% confidence interval [CI] 1.003 to 1.11), renal insufficiency (aOR 21.37, 95% CI 3.95 to 115.57) and higher pulmonary artery systolic pressure (aOR 1.008, 95% CI 1.03 to 1.13). Conclusion: IE remains a serious disease with high mortality. The predictors of in-hospital mortality in patients with IE were age, renal insufficiency, and high pulmonary artery systolic pressure. Keywords: Infective endocarditis; IE; In-hospital mortality; Predictor

BAGAIMANA PERAN GURU MENDORONG SISWA MENJADI WARGA GLOBAL? PEMAHAMAN KERAGAMAN GLOBAL PADA GURU SEKOLAH INDONESIA DAN THAILAND

ABSTRACT&#x0D; &#x0D; This research focuses on two schools in Indonesia, Aisyiyah Nur'aini Integrated Preschool and Suan Santi School, both of which have a responsibility to teach character development. Both schools have similar learning environments, both in Indonesia and in Thailand, which has a rich cultural heritage. The partners are also schools that focus on Islamic teachings in ECD. This study highlights the importance of understanding the differences between schools as this is a key goal of education to foster a sense of belonging and diversity. Suan Santi School in Thailand is a school for Muslims as a minority, yet the study shows that the majority of students in this school face threats from Buddhist sects, intimidation and violence. To provide knowledge about global awareness, new knowledge is needed from the teachers. In Indonesian and Thai schools, diversity is a distinctive feature that reflects the multicultural and multiethnic societies in which the schools are located. Students come from different backgrounds, religions and cultures, creating diverse experiences and perspectives within the school community. This research looks at two perspectives: the importance of diversity being taught by teachers, and the importance of embracing global diversity.

Research on the Status Quo and Strategies of Chinese Education in Primary and Secondary Schools in Thailand

Background and Aims: China and Thailand are friendly and close, with a history of over 2000 years of exchanges between the two countries. As early as the 13th century, the Chinese language had already spread to Thailand. With the improvement of China's economic strength and international status, China's influence on global development has also been expanding. This research aims to understand the status quo of Chinese education in primary and secondary schools in Thailand, analyze the factors that influence the Chinese learning of Thai primary and secondary school students, and put forward strategies and suggestions to promote the exchange and dissemination of Chinese culture. Methodology: Using the literature research method and induction by looking at the literature to summarize the viewpoints proposed by relevant scholars. Results: (1) With the strong strength of China and the improvement of international status, more and more countries and regions, represented by Thailand, began to learn Chinese; the development of the Chinese language has made significant progress, and countries worldwide have also recognized it. (2) there are still problems in the curriculum system, teaching staff, textbook allocation, and student management of Chinese education in Thailand’s primary and secondary schools. Conclusion: To promote cultural exchanges between China and Thailand and achieve joint development, we must cooperate to improve the curriculum education system, improve the level and quality of teachers, scientific and reasonable use of teaching materials, and target to carry out student management. Conclusion: In conclusion, the joint commitment of China and Thailand to address challenges in Chinese education reflects a shared dedication to mutual growth, cultural exchange, and a more interconnected and enriched future.