KRURAJAPAK

Factors Affecting the Digital Intelligence of School Administrators under Phrae Primary Educational Service Area Office 2

2026-01-14T20:36:12+07:00

This study aimed to: (1) examine the level of digital intelligence of school administrators; (2) investigate the factors affecting the digital intelligence of school administrators; (3) explore the relationships between the influencing factors and digital intelligence; and (4) develop a predictive equation for the factors influencing the digital intelligence of school administrators under the Phrae Primary Educational Service Area Office 2. The sample, selected through purposive sampling, consisted of 64 school administrators, including 60 principals and 4 vice principals. The research instrument was a questionnaire. Data were analyzed using mean, standard deviation, Pearson’s product–moment correlation coefficient, and multiple regression analysis.

The findings revealed that the overall level of factors affecting digital intelligence was high, with personal personality factors having the highest mean score (𝑥̄ = 4.24). The overall level of digital intelligence among school administrators was also high, with digital safety showing the highest mean score (𝑥̄ = 4.16). Correlation coefficients ranged from 0.270 to 0.665. Moreover, personal personality factors, interest in using digital technology, and participation in activities promoting digital skills significantly predicted the digital intelligence of school administrators at the .05 level, accounting for 83.80% of the variance.

Guidelines for Local Curriculum Management through Community Participation in Primary Schools under the Phrae Primary Educational Service Area Office 2

2026-03-29T06:45:42+07:00

This study aimed to examine community-participatory local curriculum administration in primary schools under the Phrae Primary Educational Service Area Office 2 and to propose administrative guidelines capable of concretely enhancing educational quality. A mixed-methods design was employed, including quantitative data from 254 school administrators and teachers using a five-point rating scale questionnaire, and qualitative data from interviews with three experts in local curriculum administration. Data were analyzed using descriptive statistics and content analysis.

Findings indicated that overall practice was high, with curriculum development and implementation rated highest, while curriculum revision and improvement were lowest. Experts emphasized systematic participation, full community engagement, and the integration of local wisdom with authentic learning resources. The results indicate that community-based curriculum administration not only enhances educational quality but also strengthens grassroots educational development through collaboration among local stakeholders, enabling more effective management and continuous improvement grounded in community participation and shared responsibility across the local context.

Keywords: Local curriculum administration, Community participation, Primary schools

Guidelines for Promoting Advancement in the Teaching Profession of Educational Institution Administrators under the Jurisdiction of the Kamphaeng Phet Secondary Educational Service Area Office

2026-03-24T14:37:12+07:00

This research aims to study the professional advancement of teachers in schools under the Kamphaeng Phet Secondary Educational Service Area Office and to examine approaches to promoting teacher professional advancement among school administrators in the same area. The research employs a mixed-methods approach, collecting quantitative data from 306 school administrators and teachers using a 5-level Likert scale questionnaire, and qualitative data from interviews with three experts in school administration. Data were analyzed using descriptive statistics and content analysis.

The research findings indicate that school administrators should act as "learning facilitators and strategic opportunity creators" by returning time to teachers through reduced administrative workloads. This allows teachers to dedicate time to self-development and creating innovative teaching methods, crucial for academic advancement. This should be coupled with a flexible evaluation system focused on student development, enabling teachers to fully demonstrate their potential and produce tangible results. This should be supported by proactive "coaching" guidance, providing resources, media, technology, and funding from external collaboration networks to maximize performance. Furthermore, administrators must foster a safe Professional Learning Community (PLC) culture for knowledge exchange and dissemination, systematically accumulating experience and professional expertise. Administrators should serve as role models and supporters, empowering teachers to initiate activities that foster pride and value in their profession. This will lead to career advancement that is not solely dependent on personal sacrifice but stems from a supportive system that facilitates tangible growth.

Educational Equity in Thailand and Vietnam: Comparing Policies and Outcomes toward SDG 4.1

2026-03-13T11:55:29+07:00

Abstract

This study employs comparative documentary analysis, drawing on the conceptual framework of Phillips and Schweisfurth (2007), to examine the mechanisms driving educational equity in Thailand and Vietnam within the context of Sustainable Development Goal 4.1 (SDG 4.1). The analysis focuses on four dimensions: policy intent, operational mechanisms, resource allocation, and equity-related outcomes. The findings reveal that although Thailand has adopted several innovative policies and mechanisms—such as the Equity Education Fund (EEF)—its highly centralized administrative structure continues to limit the effectiveness of equity enhancement efforts. This has resulted in persistent outcome disparities, as reflected in Thailand’s PISA 2022 mathematics score of 394 and the substantial performance gap between socioeconomic groups. In contrast, Vietnam implements a decentralized governance system combined with needs-based resource allocation and legally embedded principles of qualitative equity. These mechanisms have effectively reduced regional and socioeconomic disparities, contributing to Vietnam’s PISA 2022 mathematics score of 469 and its steadily narrowing performance gaps. The study concludes that Thailand should shift from a paradigm of “equity of opportunity” toward “equity of outcomes” through genuine decentralization, the establishment of legally binding equity-oriented policy frameworks, and the development of flexible, evidence-based resource allocation systems. These reforms would strengthen Thailand’s progress toward achieving SDG 4.1 and ensuring more equitable learning outcomes for all students.

EDUCATION IN THE 21ST CENTURY WHEN THE WORLD CHANGES, TEACHERS CHANGE, STUDENTS CHANGE

2026-02-26T14:03:11+07:00

This academic article aims to analyze the global transformations of the 21st century impacting education, explore the evolving roles of teachers and students within new learning contexts, and propose strategies for adapting the Thai education system to align with these contemporary demands. The study employs a documentary research methodology, utilizing analysis and synthesis of data from academic textbooks, research papers, and relevant literature. Findings reveal that rapid technological and socio-economic shifts have rendered traditional rote-learning systems inadequate. Consequently, the teacher's role must transition from a sole knowledge transmitter to a learning facilitator and experience designer equipped with digital literacy and coaching skills. Simultaneously, students must shift from passive recipients to active creators of knowledge through active learning approaches, such as inquiry-based and problem-based learning, which emphasize critical thinking, complex problem-solving, and adaptability. The study concludes that reforming Thai education necessitates implementing competency-based curricula with real-world integration, fostering multi-sectoral collaboration, and investing in technology for equitable access. Furthermore, integrating Buddhist principles into educational practices is highlighted as a vital approach to fostering ethical and intellectual growth, thereby preparing citizens to navigate future uncertainties effectively.