International Journal of Industrial Education and Technology

CYBER SECURITY MEASURES IN TOKYO 2020 OLYMPIC GAMES: A CASE STUDY

Apirath Limmanee — 2026-06-30

This article reviews the cyber security measures and strategies used in Tokyo 2020 from its official report, an academic article, and some security guidelines. The topic includes basic risk management policies, risk assessment, security working units and personnels, cyber security measures before and during the Games, and conclusion on the success factors.

DEVELOPMENT OF MICROLEARNING MEDIA ON THE TOPIC OF USING BASIC CHEMICAL INSTRUMENTS IN AGRICULTURE FOR UNDERGRADUATE STUDENTS

Nattaporn Sanguansak — 2026-06-29

This quasi-experimental study aimed to develop and examine the effectiveness of microlearning media (MLM) on the topic “Using Basic Chemical Instruments in Agriculture” for first-year undergraduate students in the Department of Agricultural Education, School of Industrial Education and Technology, King Mongkut’s Institute of Technology Ladkrabang, during the first semester of the 2025 academic year. The sample consisted of 50 students selected through purposive sampling and taught using the one-group pretest–posttest research design. The research instruments included the developed MLM, a media quality evaluation form, a media efficiency evaluation form (E1/E2), and pretest–posttest achievement tests. The overall quality of the MLM was rated at a very good level ( = 4.60, SD = 0.39), with the content quality receiving a very good rating ( = 4.76, SD = 0.43) and the technical quality also rated at a very good level ( = 4.44, SD = 0.31). The media efficiency score was 96.80/84.40, surpassing the standard criterion of 80/80. The comparison of learning achievement before and after using the MLM revealed that the posttest mean score ( = 16.88, SD = 2.92) was significantly higher than the pretest mean score ( = 6.90, SD = 1.38) at the .05 level of significance (t = 25.24, p < .001). These findings indicate that the developed microlearning media met quality and efficiency standards and effectively enhanced students’ understanding and practical knowledge regarding the use of basic chemical instruments in agricultural contexts, demonstrating its potential as a suitable instructional tool for improving learning outcomes in agricultural education.

THE ACCEPTANCE OF TECHNOLOGY AFFECTED DIGITAL TRANSFORMATION OF THAI FURNITURE INDUSTRY

Krit Taweepansarn — 2026-06-29

his study investigates technology adoption and digital transformation among entrepreneurs in the Thai furniture industry. The objectives aimed: 1) to study the level of opinions regarding technology adoption among entrepreneurs in the Thai furniture industry, 2) to study the level of opinions on digital transformation within the same group of Thai furniture industry, 3) to compare the level of technology acceptance among Thai furniture industry classified by different business characteristics, 4) to compare the level of digital transformation among Thai furniture industry classified by different business characteristics, and 5) to study technology adoption influencing digital transformation among entrepreneurs in the Thai furniture industry. A total of 331 entrepreneurs participated in the study. Data was collected through structured questionnaires and analyzed using descriptive statistics, ANOVA, and multiple regression analysis. The findings revealed that both technology adoption and digital transformation were perceived at a high level. Significant differences in technology adoption were found across most business characteristics, except for the type of business operation. Similarly, digital transformation varied significantly across business characteristics, excluding main distribution channels. Furthermore, four key factors of technology adoption perceived usefulness, perceived ease of use, intention to use, and perceived acceptance in terms of investment and budget allocation were identified as significant predictors of digital transformation (p < 0.05). These insights highlight the critical role of technology adoption in driving digital transformation within the Thai furniture sector, offering valuable implications for strategic planning and policy development.

A COMPARISON OF LEARNING ACHIEVEMENT IN THE COURSE MATHEMATICS FOR PRIMARY SCHOOL AMONG FRESHMAN STUDENTS IN THE LEARNING MANAGEMENT SCIENCE PROGRAM (MATHEMATICS MAJOR) ADMITTED THROUGH DIFFERENT ADMISSION PATHWAYS

Thirdsak Kajornboon — 2026-06-29

As learning outcomes may differ across university admission pathways, this study examined this association in the course Mathematics for Primary School. The participants were 30 first-year undergraduate students enrolled in the Learning Management Science Program (mathematics major). Students were admitted through five pathways: Portfolio (PF), Mathematics–Science Teacher Preparation Program (MS), Allocated School Quota (QT), Central Admission System (CA), and Independent Direct Admission (DA). Learning outcomes were assessed across cognitive, psychomotor, and affective domains using formative assessments (70%) conducted weekly and a summative final examination (30%). One-way analysis of variance revealed statistically significant differences in overall learning achievement among students admitted through different pathways at the 95% confidence level (F = 3.932, p ≤ .05). Post hoc analyses indicated significant differences between the PF and CA. However, no significant differences in mean learning achievement were found between the PF and MS, QT, or DA. Similarly, no significant differences were observed between the CA and MS, QT, or DA. The findings suggest that admission pathways are associated with variations in students’ learning achievement in teacher education contexts. The selection process for first-year students should not rely solely on high academic scores. Instead, admission processes should also consider applicants’ genuine motivation and their awareness of the profession they intend to pursue.

THE SPECIFIC CHARACTERISTICS OF TIME AND TEMPERATURE INSIDE A VACUUM GLASS TUBE FOR COOKING RAW INGREDIENTS BY ADJUSTING THE ANGLE OF SOLAR RADIATION AND TYPE OF REFLECTOR

Nattakorn Borwornpornmetee — 2026-06-29

This research reports the design and construction of a solar oven for the cooking of raw ingredients with reduced gas consumption. There are three main components to the solar oven: an adjustable angle base, a parabolic rail, and an ingredient tray. The designed components are used together with a vacuum tube to cook raw ingredients. The performance testing process of the constructed solar oven was separated into two conditions. First, the improvement of the temperature inside the solar oven was measured with a tilt angle of 0° using foil, aluminum, and stainless steel as the base materials of the parabolic rail. Second, the temperature inside the solar oven was measured using a stainless-steel parabolic rail at 0°, 15°, and 30°. After one hour of testing, the solar oven produced an inside temperature in the vacuum tube of 116.6 °C, 118.1 °C, 100.5 °C, and 84.4 °C for the parabolic rail with foil, aluminum, stainless steel, and solar without a parabolic rail. The ingredients weighing 50 grams were reduced to around 20 grams after testing. With the angle adjustment of the parabolic rail condition, the temperature inside the vacuum tube reached maximum values at a tilt angle of 15°, with the inside temperature ranging from 90 to 120 °C. The weight of the ingredients after testing was reduced to around 33 grams without the reflector and to between 25 and 28 grams with the reflector attached. The results suggested that solar oven equipped with aluminum reflector below the vacuum glass tube and when tilting at 15° produce the most heat to cook the raw ingredients.

FACTORS CAUSING DEMOTIVATION IN ENGLISH LANGUAGE LEARNING AMONG AGRICULTURE UNDERGRADUATE STUDENTS

Montha Polrak — 2026-06-29

In Thailand, agriculture undergraduate students have encountered difficulties in improving their English language, and demotivation has been explored as one of the reasons behind such difficulties. Hence, the study aimed to investigate factors that demotivated undergraduate students in the Thai context. The participants comprised 95 agriculture undergraduate students in a public university, and the stratified technique was used to obtain the participant sample. The research instrument was a demotivation questionnaire which included 35-item rating-scale questions exploring students’ perceptions on demotivation factors in five aspects: 1) Learning contents and materials, 2) Teachers’ competence and teaching styles, 3) Lack of intrinsic motivation, 4) Inadequate school facilities, and 5) Test scores. The findings show that the most demotivating factor in each of the five aspects were, namely, 1) expectation to use grammatically correct English, 2) inappropriate pace of lessons, 3) lack of use on language learning equipment and materials, 4) leaners’ attitudes on English as a compulsory course, and 5) learners’ low test scores. Among all of the 35 items from the five categories, the participants (54.73%) strongly agreed that Item 4 ‘I was expected to use (or speak and write) grammatically correct English.’ was a factor that demotivated them the most. The findings can help agricultural English language lectures and English language curriculum developers/policy makers create and revise their course, curriculum, or policy so that it enhances students’ motivation which is one of the keys to students’ success.

DEVELOPMENT OF THE DOUBLE P-CE MODEL INTEGRATED WITH CONTEXT-BASED LEARNING TO ENHANCE CRITICAL THINKING FOR 11TH GRADE STUDENTS

Pornpat Phusittananan — 2026-06-29

This study aimed to: 1) develop a learning facilitation model to enhance critical thinking integrated with context-based learning, 2) compare the learning achievement and critical thinking of the experimental group and control group after using the learning facilitation model, 3) study the students’ satisfaction of the experimental group toward the learning facilitation model. The participants consisted of students in Matthayom 5/3 as the experimental group and students in Matthayom 5/4 as the control group from Watsothonwararamworawiharn School. The research methodology followed a Research and Development. The findings indicated that: 1) The learning facilitation model consisted of four components: the principles of the model, the objectives of the model, the learning facilitation process, which consisted of four steps (Double P-CE model): Step 1: Preparation (P), Step 2: Process (P), Step 3: Conclusion (C), Step 4: Evaluation (E) and the model’s measurement and evaluation methods. and the overall appropriateness of the model was rated at the highest level ( = 4.92, SD = 0.15). 2) The findings from the comparison of posttest learning achievement and critical thinking between the experimental and control groups indicated that the post-test learning achievement of the experimental group, which received the Double P-CE model, was significantly higher than that of the control group, which received traditional teaching, at the .05 level. 3) The experimental group students’ satisfaction with the Double P-CE model designed to develop critical thinking, was at a high level.

DEEP LEARNING MODELS FOR EARLY DETECTION OF DEPRESSION FROM SOCIAL MEDIA TEXT

Duangporn Janon — 2026-06-29

Depression is a major global health concern. Recent studies suggest that language used on social media may reveal early signs of psychological distress before individuals seek formal clinical support. The objective of this study was to develop and evaluate transformer-based natural language processing models for detecting depressive risk signals in long-form Reddit posts using the ERISK2025 dataset. A traditional TF-IDF representation combined with Logistic regression served as the baseline and was compared with BERT-base and the emotion-aware Emotion-RoBERTa model under identical experimental conditions. Model performance was assessed using accuracy, risk-class recall, macro-F1, AUC, and confusion-matrix-based error distribution. Emotion-RoBERTa achieved the highest overall accuracy (0.76) and the strongest sensitivity to high-risk users with a risk-class recall of 0.91 and the lowest false-negative rate among the tested models. BERT-base showed moderate performance. The TF-IDF baseline was weakest at identifying high-risk cases. These findings indicate that emotion-aware language representations can improve early detection of depression risk
in social media text and may identify vulnerable users more reliably than traditional text-representation methods. The results also indicate that model evaluation in this setting should rely on clinically meaningful metrics rather than accuracy alone. Future work should consider larger datasets together with temporal patterns in user posts and ethical constraints related to real-world mental health screening.

EFFECTS OF AI-AUGMENTED TAI CHI INSTRUCTION ON PERFORMANCE AND LEARNING OUTCOMES IN SECONDARY VOCATIONAL PHYSICAL EDUCATION

Yangyang Sui — 2026-06-29

This study examined the effects of AI-augmented Tai Chi instruction on students’ performance and learning outcomes in secondary vocational physical education. A post-test-only quasi-experimental design was employed with 91 first-year vocational students in China, who were randomly assigned to an experimental group (n = 46) and a control group (n = 45). During an eight-week intervention, the experimental group received AI-supported Tai Chi instruction featuring motion capture and real-time corrective feedback, whereas the control group received traditional demonstration–imitation teaching. Tai Chi performance was evaluated using an IWUF-based rubric rated by three trained judges, and learning satisfaction, self-directed learning attitude, behavioral intention, and self-efficacy were measured using validated Likert-scale instruments. The results showed that the AI-assisted group achieved significantly higher overall Tai Chi performance (p = .040), particularly in action quality (p = .020). The experimental group also reported significantly greater learning satisfaction, self-directed learning attitude, and self-efficacy (p < .05) than the control group. However, no statistically significant difference was observed in behavioral intention. These findings suggest that AI-augmented instruction is effective in enhancing movement quality and selected psychological outcomes in vocational physical education and may serve as a valuable instructional support tool for skill-based teaching. Nevertheless, longer-term interventions may be necessary to influence students’ sustained participation intentions.

AGRICULTURAL LEARNING CENTERS IN SCHOOLS

Pakkapong Poungsuk — 2026-06-30

This book review critically examines Agricultural Learning Centers in Schools by Wathana Saduak and Amporn Saduak, a publication that presents a comprehensive framework for establishing and managing school-based agricultural learning centers. The review evaluates the book's conceptual foundation, pedagogical approaches, organizational structure, practical applications, and contribution to agricultural and industrial education. The analysis is informed by contemporary educational perspectives, including experiential learning, competency-based education, learner-centered pedagogy, and Education for Sustainable Development (ESD). The review finds that the book successfully integrates educational philosophy with practical implementation by presenting agricultural learning centers as authentic learning environments where students develop knowledge, practical competencies, leadership, problem-solving abilities, and environmental responsibility through meaningful learning experiences. Its systematic organization, comprehensive instructional guidance, and emphasis on project-based learning and community participation make the book a valuable resource for teachers, teacher educators, curriculum developers, school administrators, and researchers. Furthermore, the book demonstrates how agricultural learning centers can function as living laboratories that promote sustainable education and lifelong learning. Although future editions could further strengthen the discussion by incorporating recent developments in smart agriculture, precision agriculture, artificial intelligence, digital learning technologies, and international comparative perspectives, these recommendations represent opportunities for future enhancement rather than limitations of the current publication. Overall, the book makes a significant contribution to agricultural teacher education and provides a practical and scholarly reference for developing innovative, competency-based, and sustainable agricultural learning environments within contemporary educational contexts.