Journal of Research and Innovation for Sustainability (JRIS)

THE DEVELOPMENT OF SCIENTIFIC COMMUNICATION WRITING ABILITIES USING AKITA ACTION COMBINED WITH SCIENCE WRITING HEURISTIC (SWH) TECHNIQUE FOR HIGH VOCATIONAL CERTIFICATE STUDENTS

Phakkinee Boonyen — 2026-08-09

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.

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 (M), standard deviation (SD), and paired t-test.

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 (M = 4.00, SD = 0.22).

CREATING A POSITIVE LEARNING ENVIRONMENT TO DEVELOP SELF-CONFIDENCE IN EARLY CHILDHOOD

Kamonwan Sukato — 2026-08-09

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.

The results showed that before the experiment, the overall mean score of the three assessment areas (M=1.53, SD=0.50) was low, and after the experiment, the mean score (M=2.51, SD=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.

ORGANIZING GROUP EXPERIENCES TO ENHANCE COMMUNICATION AND COLLABORATION SKILL OF EARLY CHILDHOOD

Ganokon Sangchan — 2026-08-26

This research aimed to study the effect of group experiences on enhancing communication and collaboration skills in early childhood. The sample for this research consisted of 23 male and female early childhood aged 3-4 years, studying in Kindergarten 3, Semester 1, Academic Year 2025, at the Early Childhood Education Department, Faculty of Education and Human Development, Demonstration School. Purposive sampling was used. The research instruments included 24 group experience plans and an assessment form for communication and collaboration skills in early childhood. This research was a quasi-experimental study using a one-group pretest-posttest design. Data were analyzed using mean and standard deviation.

The research results showed that the assessment of communication and cooperation skills in early childhood. Before the experiment, was (M=1.57, SD=0.51), indicating a low level. After the experiment, was (M=2.65, SD=0.49), indicating a high level. This aligns with the research hypothesis that early childhood who receive organizing group experiences will have higher levels of communication and collaboration skills. In conclusion, organizing group experiences are effective in enhancing communication and cooperation skills in early childhood. Organizing group experiences in early childhood show continuous improvement in communication and collaboration skills. This is because organizing group experiences create a complete learning environment based on principles of good communication modeling, the use of situations requiring reasoning and adaptation, and support that enables early childhood to use language more fluently in working with others.

A SYNTHESIS OF RESEARCH ON THE INTEGRATION OF TALES INTO LEARNING MANAGEMENT IN PRIMARY EDUCATION

Praphakorn Phapor — 2026-08-26

This research synthesis examines the integration of folktales into primary school instruction, with three objectives: (1) to analyze research characteristics, (2) to identify subject areas incorporating folktales, and (3) to evaluate learning outcomes. Using descriptive research synthesis and analysis, 63 Thai studies published between 2017 and 2024 were selected from Google Scholar based on predefined criteria. Findings reveal that (1) most studies aimed to compare learning outcomes (82.54%) and develop instructional innovations (71.43%), primarily employing experimental and quasi-experimental designs; (2) Thai Language was the most integrated subject, followed by Social Studies, Religion, and Culture, and Foreign Languages; and (3) folktale integration yielded significant positive effects on students across multiple dimensions, including academic achievement, analytical and problem-solving skills, ethics, learning motivation, 21st-century skills, and learning satisfaction.

POLITICAL CHALLENGES AND RESOLUTION: GENERAL SYSTEM THEORY (GST) ANALYSIS OF SOUND HOREG ON THE GOOD GOVERNANCE IN INDONESIA

Fikri Gali Fernando Holqi — 2026-08-28

The primary purpose of this study is to review Circular Letter Number 501 of 2024 as an effort to create public order and public peace, as well as evaluate the public policy of the Banyuwangi Regional Government through Circular Number 501 of 2024 for representation of government policy for sound horeg, especially in Luhmann's Autopoietic System to create Good Governance. By actualizing qualitative approaches and types of juridical normative and statute approaches, this research consists of primary legal materials. The primary legal materials in this study are the P3 law, the Local Government Law, the Decree of the Minister of Environment, and secondary legal materials, journals, and books. The data collected will be recorded and analyzed by implementing General System Theory (GST), especially in Luhmann's Autopoietic System through (society, psychological systems, multiple contingencies, evolution of social systems, and differentiation), to realize Good Governance. The research results indicate that the Minister of Environment has established Standard Levels related to the sound intensity of sound systems in environmental areas. The Banyuwangi Regency government has also taken action on this; normatively, this is correct and aligns with legal provisions. However, decision-making requires system evolution (experimentation) and should use a differentiation strategy with options for segmentation differentiation, stratification differentiation, or functional system differentiation. This strategy is aimed at creating legitimacy with the broader community so that they can accept the implications of public policy. It is important to establish good governance principles within the scope of local government.

THE DEVELOPMENT OF SPELLING WRITING ACHIEVEMENT USING THE TPR (TOTAL PHYSICAL RESPONSE) LEARNING TECHNIQUE FOR PRATHOMSUKSA 2 STUDENTS, THETSABAN 1 SCHOOL (WITTHAYANARI), MUEANG CHAIYAPHUM DISTRICT, CHAIYAPHUM PROVINCE

Kanmanee Boontha — 2026-08-28

Thai spelling writing is a fundamental skill that students at the primary level frequently struggle with, yet it is rarely addressed with innovative instructional approaches. This research aimed to: 1) compare the spelling writing achievement of Prathomsuksa 2 students at Thetsaban 1 School (Witthayanari), Mueang Chaiyaphum District, Chaiyaphum Province, before and after learning through the TPR (Total Physical Response) technique, and 2) analyze the relative progress score levels of spelling writing among Prathomsuksa 2 students after learning through the TPR technique. The sample group consisted of 34 Prathomsuksa 2/2 students at Thetsaban 1 School (Witthayanari), selected by simple random sampling. The research instruments consisted of 5 lesson plans and a spelling writing test. The statistics used included percentage (%), mean (x̄), standard deviation (S.D.), a dependent t-test for comparing pre- and post-test scores, and relative progress score analysis using the relative gain score formula.

The findings revealed that: (1) the spelling writing achievement of Prathomsuksa 2 students taught using the TPR technique showed that the post-test mean score (M = 12.09, SD = 2.08) was significantly higher than the pre-test mean score (M = 8.44, SD = 2.70) at the .05 level of statistical significance, and (2) the relative progress score level of spelling writing among Prathomsuksa 2 students taught using the TPR technique was at a moderate level (28.97).

MODERN EDUCATIONAL INSTITUTION MANAGEMENT THROUGH LEARNING ECOSYSTEMS FOR SUSTAINABLE DEVELOPMENT

Chanophat Kaewcheen — 2026-08-29

This article is a conceptual paper that synthesizes international policy frameworks, theoretical perspectives on learning ecosystems, and educational leadership studies to propose an integrated framework for sustainable school management aligned with SDG 4.

Education in the 21st century, amid rapid changes and disruptive forces, requires educational systems to shift from content-based rote learning toward developing learners into lifelong learners with high competencies who are capable of navigating future uncertainties. This transformation is closely linked to the Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, which plays a crucial role in guiding Thailand’s educational administration toward structural reform. Such reform aims to enhance learner quality and reduce educational inequality. SDG 4 is therefore central to strengthening human capital so that it can drive national development in a knowledge-based economy to its fullest potential.

In addition, the Learning Ecosystem is a vital concept that supports holistic educational management. It comprises key components such as strategic management, resources, instructional methods, technology, curriculum, and collaborative networks, along with six supporting factors: (1) mindset transformation, (2) readiness of personnel and organizations, (3) modern environments and technologies, (4) learning methods and content, (5) learning culture and participatory strategies, and (6) flexibility and diversified learning pathways that meet the needs of learners in diverse contexts. Ecosystem-based education also highlights the importance of collaboration between schools, families, communities, and various sectors in creating an environment conducive to lifelong learning and sustainable skill development.

Therefore, educational administration in the modern era must shift the role of school administrators from controllers to facilitators who drive learning through systems thinking, and who use data, technology, and innovation as foundations for designing high-quality learning experiences. At the same time, building collaborative networks is essential to developing learner competencies in all dimensions. Consequently, the learning ecosystem, SDGs, and modern educational management must work in synergy to elevate the quality of Thai education in alignment with national goals in the digital era and to advance society toward genuine sustainable development.

ENHANCING BRAIN FUNCTION AND MEMORY THROUGH VIPASSANA MEDITATION PRACTICE

Jiratthachai Yamkosum — 2026-08-29

Mindfulness Vipassana meditation is a practice characterized by present-moment awareness, which has positive effects on brain development and memory. Research has found that practicing Vipassana meditation significantly increases the volume of gray matter in the cortical areas of the brain. During meditation, there is an increase in the size of the prefrontal cortex and greater gray matter density, which are associated with attention control, stress management, and emotional regulation. Moreover, Vipassana meditation enhances both short-term and long-term memory performance due to improved concentration in processing and retrieving information. It also lowers cortisol levels, a stress hormone, benefiting overall brain function. In summary, Vipassana meditation not only strengthens brain functions related to memory and emotional control but also promotes mental health and overall quality of life sustainably.