International Journal of Industrial Education and Technology

Book Review : Design in Educational Technology Design Thinking, Design Process, and the Design Studio

Thadharphut Limapornvanitr — 2025-12-30

This book is the published record of the Association of Educational Communications and Technology (AECT) forum. AECT is a professional association in the area of Educational Technology. The association focus on research of instructional design and business development to enrich teaching and learning within the United States and across the world. The global studies in educational technology and new applications of recent technologies for learning promote academic research on top of the best practices. This sequence report from the 2012 AECT Summer Research Symposium highlights robust research methodologies used to enhance instructional design in educational technology, specifically focusing on the concept of design thinking. Fifteen full-text articles depicted methodology, process and details of instructional design for the impact of instructional technology.

ART, CULTURE, AND TECHNOLOGY: RESEARCH PROCESSES FOR INTELLECTUAL VALUE CREATION AND SUSTAINABILITY IN THE AI ERA

Pastraporn Thipayasothorn — 2025-12-30

This article presents an integrated research approach between "art, culture, and technology" to create intellectual value and sustainability in the era of artificial intelligence (AI). The focus is on conceptual analysis and theoretical frameworks, not empirical experimentation. In the 21st century, technology has become a key factor profoundly transforming human learning and creativity. Therefore, art and culture serve not only as a foundation of identity but also as "cultural-intellectual capital" that can be transformed into knowledge and social value. Thipayasothorn et al. (2024, p. 112) demonstrate that the use of technology in cultural community development projects, such as the "Water Catchment Area - Water Conservation in the East of Bangkok," can tangibly enhance collaborative learning and social sustainability. Furthermore, AI plays a role as a "co-creator," helping to process, analyze, and create new knowledge from artistic and cultural data. The research processes for creating intellectual value thus encompasses exploration, integration, innovation, and reflection. Under the framework of three theoretical concepts: Cultural Capital Theory, Sociotechnical Systems Theory, and Human–AI Co-Creation Theory, which reflect the "three-dimensional balance" of art, culture, and technology, this article concludes that such integrated research is a key mechanism for creating "collaborative intelligence" that promotes the sustainability of human society in the AI era.

ORGANIZATIONAL RESILIENCE OF SECONDARY SCHOOLS: A SECOND CONFIRMATORY FACTOR ANALYSIS

Thunphimol Vasayangkura — 2025-12-30

This study conducted a confirmatory factor analysis (CFA) of organizational resilience in secondary schools, with findings based on empirical data. The sample for this research consisted of 500 participants, including school directors, deputy directors, and heads of the subject groups from secondary schools, selected through multi-stage random sampling process. The research instrument was a 5-point rating scale questionnaire that underwent content validity verification. The item discrimination indices of the questionnaire ranged from .20 to .80, and the reliability analysis, using Cronbach's alpha coefficient, yielded a value of .92. The statistical method used for data analysis was confirmatory factor analysis (CFA). The study results revealed that organizational resilience in secondary schools comprises four main factors: adaptive capacity, strategic planning, agility, and improvisation. The assessment of the model's goodness-of-fit indices yielded the following results: Chi-Square = .54, RMSEA = .000, GFI = .98, CFI = 1.00, NFI = .99, RMR = .015, RFI = .99, IFI = 1.00, and AGFI = .96, indicating that the model demonstrated congruence with empirical data. The factor loadings of the four main components ranged from .77 to .98, while the factor loadings of the indicators ranged from .38 to .71. The Cronbach's alpha, composite reliability, and average variance extracted values obtained are in the range of .857 – .931, .803 – .924, and .505 – .710, respectively. These values indicated good reliability and acceptable convergent validity. Therefore, developing secondary schools into resilient organizations requires a thorough understanding and integration of key factors influencing organizational resilience to establish internal environments that support personnel and enable effective management of educational resources.

THE EFFECTS OF USING PROBLEM-BASED LEARNING TO PROMOTE INNOVATIVE THINKING SKILLS

Ubonwan Bunkaew — 2025-12-30

This study aimed (1) to compare the learning achievement of third-year Public Administration students at Prince of Songkla University, Surat Thani Campus, in the topic of public service design and transformation in the digital era before and after the implementation of Problem-Based Learning (PBL), and (2) to examine the development of their innovative thinking skills. The participants were 177 third-year students enrolled in the “Digital Civil Servant Competency Development” course during the first semester of the 2024 academic year. The research instruments included a PBL-based instructional plan, a learning achievement test on designing public services and new public sector operations using digital technology, comprising four essay questions (IOC = 0.82, difficulty = 0.68, IDisc> 0.30), an innovative thinking assessment form covering six aspects—interpretation, generate, collaboration, reflect, representation, and evaluation—using a five-point rating scale (IOC = 0.85), and a rubric for evaluating digital public service design. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (paired sample t-test). The results showed that post-intervention learning achievement scores were significantly higher than pre-intervention scores at the .05 significance level. Furthermore, students demonstrated a statistically significant improvement in innovative thinking skills, the mean differences across dimensions ranged from 2.10 to 2.65, with correspondingly high t-values (25.40–37.11) and very large effect sizes (Cohen’s d ≈ 1.91–2.79). Evaluation of group projects revealed that 42.86 percentage (15 out of 35 groups) achieved a high level of performance in designing digital public services. These findings suggest that problem-based learning is an effective pedagogical approach for fostering innovative thinking and enhancing digital competencies among public administration students, thereby contributing to the capacity building of future civil servants in the digital era.

DEVELOPMENT OF TEACHING MODEL BASED ON STEAM EDUCATION CONCEPT COMBINED WITH INTEGRATED TEACHING TO PROMOTE CREATIVE THINKING SKILLS FOR INNOVATIVE INTEGRATED AGRICULTURAL TECHNOLOGY

Jamree Khrueahong — 2025-12-30

This study was to develop teaching model based on STEAM education combined with integrated teaching, investigate an effect of using the teaching model based on the concept of STEAM education combined with the integrated teaching, and promote creative thinking skills for innovative integrated agricultural technology of Nakhon Sawan Rajabhat University students. The sample group consisted of 21 students who registered for the course Sustainable Agriculture and Smart Consumption in the first semester of the academic year 2024. They were obtained by simple random sampling (drawing). A single-group pre-test/post-test design was employed. This research and’s development comprised six steps: 1) identifying the problem, 2) exploring related concepts, 3) designing a solution method, 4) developing, 5) presenting, and 6) evaluating. Data were analyzed using descriptive statistics and a paired-samples t-test to compare pre-test and post-test knowledge scores. Findings showed that the students had a higher level of knowledge than before with a statistical significance level at .001. It was found that the students had a highest level of skills in creative thinking ( = 3.37, SD = 0.58 on a 4-point scale) and they had a high level of satisfaction with the teaching model ( = 4.30, SD = 0.46 on a 5-point scale). This implied that the teaching model could be used for developing knowledge and skills in creative thinking for innovative integrated agricultural technology of Nakhon Sawan Rajabhat University students. Limitations include the small sample size, which may limit the generalizability of the findings.

PRE-SEISMIC IONOSPHERIC TOTAL ELECTRON CONTENT ANOMALIES ASSOCIATED WITH THE JUNE 28, 2023, EARTHQUAKE IN THAILAND

Chollada Pansong — 2025-12-30

This study investigated ionospheric Total Electron Content (TEC) anomalies as potential precursors to a moderate earthquake magnitude of 4.5 that occurred in Phai Lom, Bang Krathum District, Phitsanulok Province, Northern Thailand, on June 28, 2023 (Universal Time, UT). High-resolution GPS data from the UTHG GNSS station were analyzed at 1-second intervals over 15 days (June 21–July 5, 2023) using the ±2σ statistical boundary method to detect abnormal variations in TEC. The analysis revealed a pronounced TEC enhancement of approximately 2.61 TECU on June 23, five days before the earthquake, followed by a significant depletion on the day of the event. These variations exceeded the Upper and Lower statistical limits (UB and LB), indicating statistically significant deviations from the expected median trend. A moderate geomagnetic storm (Dst = –57 nT) was recorded on June 25; however, correlation analysis (r = –0.507) indicated only a moderate negative relationship between geomagnetic activity and TEC variations. During the earthquake period, the Dst index remained above –30 nT, signifying geomagnetically quiet conditions. To validate the findings, global TEC data obtained from the GNSS-TEC database displayed consistent temporal trends, confirming that the anomalies were not site-specific. Moreover, analysis of the Rate of TEC Index (ROTI) revealed short-term irregularities on June 23 and June 28 UT, further supporting the presence of ionospheric disturbances related to the seismic event. Overall, these results align with previous studies and emphasize the potential of GNSS-based ionospheric monitoring and correlation analysis as reliable tools for short-term earthquake forecasting, particularly in low-latitude regions such as Thailand.

THE DEVELOPMENT OF OUTDOOR ELECTRICAL INSTALLATION SKILLS THROUGH MIAP LEARNING MODEL COMBINED WITH SIMULATION-BASED LEARNING FOR VOCATIONAL CERTIFICATE STUDENTS IN LOPBURI TECHNICAL COLLEGE

Kanyawit Klinbumrung — 2025-12-30

This study aimed to develop a learning management model that integrates the MIAP model with simulation-based learning for vocational certificate students in Lopburi Technical College. The sample included 19 third-year Electrical Power students from Lopburi Technical College enrolled in the Outdoor Electrical Installation subject during semester 2/2024, who were selected by cluster random sampling. The research instruments follow: 1) the learning model integrating the MIAP model with simulation-based learning, 2) an instructional package for outdoor electrical installation, which consists of a teacher’s manual, instructional plans, presentation media, and activity sheets, 3) the learning achievement test, 4) an outdoor electrical installation skill assessment form, and 5) the students' satisfaction evaluation form. The statistical methods used in this study included percentage, mean, standard deviation, and t-test (dependent). The study found that: 1) The developed instructional model, which integrates the MIAP learning model with Simulation-Based Learning (SBL), was of high quality ( = 4.34, SD = 0.37), 2) students showed significantly higher learning achievement after learning through the integrated learning model (p < .05), 3) students who learned through the developed instructional model showed high outdoor electrical installation skills (average score was 3.15 or 78.82%) and 4) students showed a highest level of satisfaction with the developed instructional model ( = 4.51, SD. = 0.30), thus the integrated model helps vocational students develop practical skills and a deeper understanding through active learning, real-life practice, and continuous reflection.

A DEVELOPMENT OF THE FUNDAMENTAL MATH BOARD GAME FOR ENHANCING THE FOURTH-GRADE THAI STUDENTS’ ARITHMETIC ACHIEVEMENT AND MOTIVATION

Thidarat Wiwatworanai — 2025-12-30

Nowadays, one effective learning method is board game-based learning, which is particularly appealing to fourth-grade Thai elementary students. This research and development (R&D) study, grounded in the design thinking approach and game-based learning principles, aimed to develop a fundamental math board game on addition, subtraction, multiplication, and division to enhance the arithmetic achievement and motivation of fourth-grade Thai students through the design thinking approach. For this purpose, researchers investigated the effects of a fundamental math board game on the academic achievement and experience of the fourth-grade Thai students. The developed board game, based on the concept of design thinking, was evaluated by three academic experts, who rated its instructional quality as high level ( = 4.61, SD = 0.15). Thirty-six fourth-grade students from Thanyasit Silpa School, participating in the second semester of the 2024 academic year, were selected through a Cluster sampling method to learn fundamental mathematics using this board game-based approach. Researchers collected all data, consisting of pretest and post-test achievements and performances, to be analyzed. The results of a dependent t-test comparison indicated that the students' post-test scores ( = 16.75, SD = 1.83) were significantly higher than their pretest scores ( = 7.11, SD = 2.14). Additionally, the students expressed high satisfaction with the learning experience ( = 4.75, SD = 0.52). These findings confirm that the developed fundamental math board game effectively enhances academic achievement and attracts interest in math learning for fourth-grade Thai students, and suggest that the developed boardgame can serve as on effective pedagogical tool for enhancing arithmetic competency and fostering motivation in elementary mathematics education.

EXPLORING THE IMPACT OF STRESS ON TURNOVER INTENTION AMONG CHINESE UNIVERSITY TEACHERS: MEDIATING EFFECTS OF BURNOUT, WORK-FAMILY CONFLICT, AND SATISFACTION

Yan Ye — 2025-12-30

Over recent years, there has been a noticeable increase in the attrition rate among university lecturers in China. Numerous reasons, including high work stress, low salaries, and a rigorous performance appraisal system, have led to this phenomenon. The study aims to investigate the impact of stress on the turnover intention of Chinese university lecturers specifically examining the mediating effects of burnout, work-family conflict, and satisfaction. The researcher used a questionnaire to collect data and surveyed a total of 387 university lecturers from eight universities in China. Using SmartPLS 4.0 software, the researcher tested the hypotheses and analysed the mediating effects through partial least squares structural equation modelling (PLS-SEM). The study that all the constructs, except work-family conflict, were able to impact lecturers' turnover intention significantly. Furthermore, stress was found to indirectly affect lecturers' turnover intention through both burnout and satisfaction. This study can provide insights for higher education administrators and policymakers.

THE DEVELOPMENT OF A CURRICULUM AND CARTOON-BASED LEARNING MODULES FOR AN ADDITIONAL COURSE: MUEANG FA DAET SONG YANG AND PHRA THAT YAKHU TO PROMOTE 21ST-CENTURY CAREER SKILLS FOR GRADE 7 STUDENTS

Jirati Chatpangta — 2025-12-30

This research aimed to develop and implement a curriculum and a set of cartoon-based learning modules for the supplementary course “Mueang Fa Daet Song Yang and Phra That Yakhu” to promote 21st-century career skills among Grade 7 students at Kamalasai School, Kalasin Province. The study employed a research and development (R&D) methodology comprising four stages: basic information analysis, curriculum and learning material development, field implementation, and evaluation. The research instruments included the developed curriculum, nine cartoon-based learning booklets, lesson plans, assessment forms, and a student satisfaction questionnaire. Content validity was examined by five experts using the Index of Item-Objective Congruence (IOC). The instructional materials achieved efficiency values exceeding the established criterion of 80/80 (E₁/E₂ = 83.54/81.43). The results indicated that students’ post-test achievement scores were significantly higher than their pre-test scores, with 100% of the students meeting the learning criteria. In addition, students demonstrated marked improvement in analytical thinking, collaboration, and technology use, reflecting the development of key 21st-century career skills. Students’ overall satisfaction with the learning modules was rated at the highest level across all aspects, particularly content, learning activities, and media design. These findings suggest that cartoon-based learning effectively enhances active learning, engagement, and skill development while integrating local wisdom and community identity. The developed curriculum and learning modules therefore have strong potential as a model for promoting 21st-century career skills through innovative and contextually relevant educational practices.

THE NEXUS OF TPACK, SAMR, AND 21ST-CENTURY SKILLS IN DIGITAL MATHEMATICS EDUCATION: AN INTEGRATIVE REVIEW

Doungrat Chitcharoen — 2025-12-30

The current 21st-century Mathematics curriculum has raised major questions regarding the fostering of analytical reasoning, problem-solving, and the application of mathematical skills in practice. Digital technologies, particularly digital mathematics tools, have a significant impact on the creation and enhancement of quality, relevance, and engagement in mathematics learning, in line with Education 4.0. This study conducts an integrative literature review (ILR) and a conceptual synthesis using the TPACK, SAMR, and 21st-century skills (4Cs) frameworks. A systematic review of peer-reviewed literature published between 2015 and 2025 was carried out, leading to the selection of 26 research papers from international and Thailand-based databases, including Scopus, Web of Science, ERIC, and ThaiJO. Data were extracted and coded based on (i) integrated TPACK characteristics, (ii) SAMR-categorized task transformation degrees, and (iii) 4Cs outcome benchmarks. Findings indicate that while digital tools support conceptualization, higher-order 4Cs outcomes emerge most consistently when technology use reaches the Modification and Redefinition levels, mediated by strong integrated TPACK. Conversely, Substitution or Augmentation levels tend to yield functional improvements without producing transformational outcomes. The review concludes by recommending holistic instructional design principles that explicitly connect technology affordances to intended 4Cs outcomes, offering practical implications for teacher professional development and digital mathematics education in Thailand and beyond.

DEVELOPMENT OF ELECTRONIC BOARD GAME TO ENHANCE DIGITAL MEDIA LITERACY AMONG THE ELDERLY IN CHANTHABURI PROVINCE

Nathee Yongyut — 2025-12-30

This research was an application of microcontroller technology in collaboration with board game mechanics by building interactions through light, color and sound. Gameplay mechanics were designed based on a random reward system in order to motivate learning. The players would get moving on the board when answering the questions correctly. There were also other various auxiliary components to increase challenge and interest throughout the game. These mechanics aimed at creating positive interactions and enhancing digital media literacy absorption among the elderly. The sample used in this research was a group of 30 elderly from Elderly School, Plap Phla subdistrict, Mueang district, Chanthaburi province gaining from simple random sampling. The research instruments included a set of an electronic board game, a digital media literacy test and a satisfaction questionnaire with 15 items. Statistics consisted of mean, standard deviation, percentage and statistical hypothesis testing (t-test). The results found that: 1) the quality of the electronic board game as a whole was at the excellence level ( = 4.84, SD = 0.93), 2) the elderly’s digital media literacy test score after playing the game was higher than before playing the game with statistical significance at the .05 level, and 3) the elderly’s satisfaction towards the electronic board game to enhancing digital media literacy was at the highest level ( = 4.53, SD = 0.55). The results of the study can be summarized that the electronic board game is an effective instrument to enhance digital media literacy for the elderly.

ENHANCING GRADUATE INSTRUCTION THROUGH THE ESSENCE PROCESS IN A PHILOSOPHY AND THEORY OF EDUCATION COURSE

Narong Kanchana — 2025-12-30

This classroom action research addressed a persistent research gap concerning the limited availability of structured instructional processes that effectively translate philosophical and educational theory into practice at the graduate level by exploring the use of the ESSENCE instructional process—a seven-step framework designed to bridge theory and practice—in a graduate-level Philosophy and Theory of Education course. Instruction was delivered online over four consecutive weeks through synchronous sessions. The study aimed to (1) examine learning achievement following the intervention, (2) assess graduate students’ ability to design an Integrated Learning Unit synthesizing philosophical and educational theories, contemplative education, experiential learning theory, participatory action research (CPAR), and the sufficiency economy philosophy, and (3) analyze the quality of students’ reflective thinking regarding learning and self-change. Participants were 11 graduate students—all full-time university lecturers from non-education fields (4 doctoral, 7 master’s). The ESSENCE-based intervention comprised four lesson plans. Research instruments included an achievement test (Cronbach’s α = .86), a performance assessment rubric, and a reflective-journal protocol. Quantitative data were analyzed using mean and standard deviation; qualitative data were examined through content analysis. Results indicated gains in learning achievement, with mean scores increasing from 16.20 to 23.11 out of 34. Graduate students demonstrated the ability to translate theory into practice through integrated learning unit design products ( = 25.05 out of 30), reflecting creative synthesis of conceptual frameworks with instructional planning. Reflective-journal analysis revealed a shift from externally oriented practice toward internalized professional growth, including increased attention to deep listening and deliberate mental cultivation. Overall, the findings highlight the distinctive contribution of the ESSENCE process in supporting theory-in-action and transformative professional learning by integrating structured public reasoning, collaborative design, and reflective refinement in graduate instruction.

A DEVELOPMENT OF TRAIT INDICATORS FOR SERVANT LEADERSHIP OF TEACHERS IN BASIC EDUCATION SCHOOLS AND VOCATIONAL SCHOOLS UNDER THE MINISTRY OF EDUCATION

Sanguthai Moto — 2025-12-30

The study conducted a second-order Confirmatory Factor Analysis (CFA) of servant leadership of teacher in basic education schools and vocational schools under the Ministry of Education, with findings based on empirical data. The sample for this research consisted of 1,200 participants, teacher in basic education schools, and teacher in vocational schools under the Ministry of Education, selected through multi-stage random sampling process. The research instrument was a five-point rating scale questionnaire that underwent content validity verification. The results were analyzed to determine the Item-Objective Congruence (IOC), with values ranging from .80 to 1.0. The item discrimination indices of the questionnaire ranged from .46 to .80, and the reliability analysis, using Cronbach's alpha coefficient, yielded a value of .95. The statistical method used for data analysis was CFA. The study results yielded six trait indicators for servant leadership of teacher in basic education schools and vocational schools under the Ministry of Education of six factors, include: valuing others 3 indicators, developing others 4 indicators, developing communities 4 indicators, demonstrating virtue 5 indicators, supporting leadership 4 indicators, and exercising shared leadership 5 indicators. The results of the examining the Goodness-of-Fit Index of CFA found the model fit indexes based on the empirical data were the Relative Chi-Square. (χ²/df) = 1.242; RMSEA=0.022; SRMR=0.038; GFI=0.958; CFI=0.995; TLI=0.993; NFI=0.975; IFI=0.995. The factor loadings of six factors were from 0.739 – 0.914 and the reliability was at 0.546 – 0.835, indicating that all factors exhibit strong and acceptable loadings. The overall result of CFA measurement model demonstrates a good level of fit and construct validity.