Leadership Educational Administration Development Journal, Ramkhamhaeng University

Enhancing the Learning Achievement of Foreign Words in the Thai Language for Grade 6 Students through a Gamification Approach Integrated with a Board Game

2026-02-13T21:48:57+07:00

The objectives of this research were to: 1) compare learning achievement of foreign words in the Thai language for grade 6 students through a gamification approach integrated with a board game with the criterion level of 75 percent, and 2) examine students’ satisfaction with learning achievement of foreign words in the Thai language for grade 6 students through a gamification approach integrated with a board game. The sample comprised 16 Grade 6 students from Wat Nanong School (Withanrat Anukul) during Semester 1 of the 2025 academic year. The research instruments included lesson plans, a board game designed to enhance skills in classifying foreign loanwords, a learning achievement test, and a satisfaction questionnaire. The study employed a one-group posttest-only design (One-Group Posttest Design). Data analysis was performed using means, percentages, standard deviations, and t-tests. The results indicated that the students’ posttest achievement scores were significantly higher than the 75 percent criterion at the .05 level, with an average score of 80.83 percent. Additionally, students’ overall satisfaction with the learning activities was assessed as high.

The Development of a Measurement Instrument of Digital Protection for Grade 11 Students at a Selected School in Nonthaburi Province.

2026-03-18T10:13:39+07:00

The objectives of this research were to 1) develop a digital protection skills scale for Grade 11 students at a selected school in Nonthaburi Province, and 2) evaluate the quality of the developed scale for Grade 11 students at a selected school in Nonthaburi Province.
The sample consisted of 300 Grade 11 students enrolled in the second semester of the 2025 academic year, selected through stratified random sampling followed by simple random sampling within each classroom. The research instrument was a 5-point Likert scale comprising 10 items. The scale measures digital self-protection skills across three components: 1) cyberbullying management, 2) privacy and security management, and 3) digital health and wellness. Content validity, assessed by three experts, yielded an Item-Objective Congruence (IOC) index ranging from .66 to 1.00, with item discrimination power ranging from 0.36 to 0.73. The overall Cronbach’s alpha coefficient of the scale was 0.850. The results of a confirmatory factor analysis (CFA) show that the model fit indices meet the specified criteria (χ² = 35.6, df = 24, χ²/df = 1.48, p-value = 0.060, RMSEA = 0.040, GFI = 0.998, AGFI = 0.994, CFI = 0.989, TLI = 0.980).

Cover Volume 3 Number 1 (January – April 2026)

2026-02-16T15:57:52+07:00

Editorial Vol. 3 No. 1 (January – April 2026)

2026-02-17T18:08:36+07:00

TPACK-AI Framework: Guidelines for Developing Thai Teacher Skills in the Artificial Intelligence Era

2025-12-26T09:52:24+07:00

The arrival of artificial intelligence significantly influences the education system, especially the role of teachers who must adapt to work effectively with technology. Teacher skill development, therefore, is not just about learning how to use tools but involves a comprehensive growth covering knowledge, pedagogy, and technology. This article aims to
1) analyze the roles and limitations of artificial intelligence in teaching and learning within the Thai context; 2) identify essential skills for Thai teachers in the age of artificial intelligence; and 3) introduce the TPACK-AI framework and guidelines for systematically developing Thai teacher skills. The findings show that AI serves three primary roles: as a teacher assistant, a learning enhancement tool, and a knowledge source. However, there are limitations related to data accuracy, ethics, and disparities within the Thai context. Teachers need to develop skills in five areas: Technology, Pedagogy, Content, Ethics, and Socio-emotional skills. The article introduces the TPACK-AI framework, which expands the original TPACK into seven dimensions. It offers guidelines for teacher skill development at four levels: individual, school, policy, and teacher education institutions. This aims to help Thai teachers effectively and sustainably integrate artificial intelligence into instruction.

Strategic Formulation for Educational Quality Development in the Era of Change

2026-02-13T16:10:58+07:00

This academic article proposes a strategic framework for the development of educational quality in the era of change, characterised by rapid social, technological, and economic transformation that significantly impacts educational systems. Traditional school management approaches are increasingly insufficient to address such volatility; therefore, a systematic and integrated strategic approach is required to ensure sustainable quality improvement. The study employs an integrative literature review and content analysis of research studies and development plans from best-practice schools published between 2021 and 2025. The synthesis identified seven key strategic dimensions, which were prioritised and conceptually integrated into a coherent strategic framework. The findings led to the development of the “M-PENS Strategy Model,” comprising five core strategic pillars: Management System Development (M), Personnel Development (P), Environment Development (E), Network Development (N), and Student Development (S). The Plan–Do–Check–Act (PDCA) cycle functions as the primary implementation mechanism across all dimensions, while technology integration, morality, and safety are embedded as cross-cutting supportive factors. This article advances the conceptual development of strategic management in Thai educational contexts and provides a practical framework for school administrators seeking to enhance institutional quality in a sustainable, adaptive manner.

Contents Volume 3 No.1 (January – April 2026)

2026-02-17T18:14:39+07:00