https://so17.tci-thaijo.org/index.php/JRIS <h3 data-path-to-node="1"><strong data-path-to-node="1" data-index-in-node="0">Journal of Research and Innovation for Sustainability (JRIS)</strong></h3> <p data-path-to-node="2">The <strong data-path-to-node="2" data-index-in-node="4">Journal of Research and Innovation for Sustainability (JRIS)</strong> is a bimonthly academic journal. Its primary objective is to disseminate research articles, review articles, academic articles, and book reviews. The journal serves researchers, scholars, teachers, faculty members, and students within the fields of <strong data-path-to-node="2" data-index-in-node="314">Humanities and Social Sciences</strong>, specifically focusing on the following areas:</p> <ol start="1" data-path-to-node="3"> <li> <p data-path-to-node="3,0,0"><strong data-path-to-node="3,0,0" data-index-in-node="0">Education:</strong> Curriculum and Instruction, Educational Administration, Special Education, and STEM Education.</p> </li> <li> <p data-path-to-node="3,1,0"><strong data-path-to-node="3,1,0" data-index-in-node="0">Political Science:</strong> Politics and Government, International Relations, Justice and Safety Administration, Political Economy, and Political Theory.</p> </li> <li> <p data-path-to-node="3,2,0"><strong data-path-to-node="3,2,0" data-index-in-node="0">Public Administration:</strong> Public Organization Management, Resource Planning and Management, Human Resource Management, Finance and Budgeting, Public Policy, and Local Government Administration.</p> </li> <li> <p data-path-to-node="3,3,0"><strong data-path-to-node="3,3,0" data-index-in-node="0">Cultural Studies:</strong> Cultural Management and Applied Culture.</p> </li> <li> <p data-path-to-node="3,4,0"><strong data-path-to-node="3,4,0" data-index-in-node="0">Linguistics:</strong> Sociolinguistics, Applied Linguistics, Linguistic Anthropology, and Discourse Analysis.</p> </li> <li> <p data-path-to-node="3,5,0"><strong data-path-to-node="3,5,0" data-index-in-node="0">Community Development.</strong></p> </li> <li> <p data-path-to-node="3,6,0"><strong data-path-to-node="3,6,0" data-index-in-node="0">Psychology:</strong> General Psychology and Guidance.</p> </li> <li> <p data-path-to-node="3,7,0"><strong data-path-to-node="3,7,0" data-index-in-node="0">Public Health:</strong> Specifically focused on Public Health Administration and Community Public Health (excluding clinical patient treatment).</p> </li> <li> <p data-path-to-node="3,8,0"><strong data-path-to-node="3,8,0" data-index-in-node="0">Other Related Interdisciplinary Studies.</strong></p> </li> </ol> ศูนย์นวัตกรรมการเรียนรู้สร้างสรรค์ en-US Journal of Research and Innovation for Sustainability (JRIS) 3056-9397 <p><strong>Copyright License</strong></p> <p>Permission is granted to use text, content, images, or any other material from the publication for anyone who wishes to read, download, copy, distribute, print, search, or link to the full text of the article, compile data for indexing, transfer data to software, or use for any other legal purposes, provided that it is not used for commercial purposes or for business benefit. All articles published in the Journal of Research and Innovation for Sustainability are distributed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License: <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/">https://creativecommons.org/licenses/by-nc-nd/4.0/</a></p> https://so17.tci-thaijo.org/index.php/JRIS/article/view/1726 <p> The research on the development of scientific communication writing abilities using akita action combined with Science Writing Heuristic (SWH) technique for High Vocational Certificate Students has the research objectives to 1) compare the science communication writing ability of higher vocational certificate students before and after the implementation of Akita Active Learning Management Combined with Science Writing Techniques, and 2) study the opinions of higher vocational certificate students regarding Akita Active Learning Management Combined with Science Writing Techniques. The sample used in this research consisted of 25 higher vocational certificate students studying the Business and Service Career Science course in the second semester of the 2025 academic year at Chonburi Vocational College, Mueang Chonburi District, Chonburi Province. The sample was obtained using simple random sampling, with classrooms as the sampling unit, through a lottery method.</p> <p> The research instruments included: 1) four lesson plans on energy conservation and waste management; 2) a science communication writing ability test; and 3) a questionnaire on students' opinions regarding the learning management. The statistical methods used for data analysis were the arithmetic mean (<em>M</em>), standard deviation (<em>SD</em>), and paired t-test.</p> <p> The research findings revealed that: 1) The scientific writing communication ability of higher vocational certificate students who received Akita Active Learning combined with scientific writing techniques showed a statistically significant improvement after the intervention compared to before the intervention .05. 2) Higher vocational certificate students expressed a positive opinion of the learning management (<em>M</em> = 4.00, <em>SD</em> = 0.22).</p> Phakkinee Boonyen Wansawat Noopim Copyright (c) 2026 Journal of Research and Innovation for Sustainability (JRIS) https://creativecommons.org/licenses/by-nc-nd/4.0 2026-08-09 2026-08-09 3 4 1 17 https://so17.tci-thaijo.org/index.php/JRIS/article/view/1721 <p> This research on creating a positive learning atmosphere to develop self-confidence in early childhood children aimed to study the effects of creating a positive learning atmosphere on developing self-confidence in early childhood children. The sample group consisted of 16 preschool children (both boys and girls), aged 3–4 years, studying in Kindergarten 2, Semester 1, Academic Year 2025, at the Demonstration School, Early Childhood Department, Faculty of Education and Human Development, from 1 classroom. The sample was selected using purposive sampling. The research instruments included 24 positive learning experience plans and an observation form for assessing children's self-confidence behavior. The study followed a semi-experimental research design, specifically the One-Group Pretest-Posttest Design. Data were analyzed using mean and standard deviation.</p> <p> The results showed that before the experiment, the overall mean score of the three assessment areas (<em>M</em>=1.53, <em>SD</em>=0.50) was low, and after the experiment, the mean score (<em>M</em>=2.51, <em>SD</em>=0.49) was high. Consistent with the hypothesis, early childhood who received positive learning experiences had higher self-confidence in early childhood behavior. In conclusion, this research proved that creating a positive learning atmosphere can effectively develop self-confidence in early childhood through organizing systematic activities, using appropriate learning principles, and creating a psychologically safe environment. The research results were consistent with the hypothesis, with children developing increased self-confidence in all areas, which will serve as an important foundation for future learning and development.</p> Kamonwan Sukato Thipaugson Puttasarin Ganokon Sangchan Copyright (c) 2026 Journal of Research and Innovation for Sustainability (JRIS) https://creativecommons.org/licenses/by-nc-nd/4.0 2026-08-09 2026-08-09 3 4 18 31