วิทยาการบริหารภาครัฐสมัยใหม่

Organizational behavior and teacher motivation: An examination of factors affecting engagement in teaching quality improvement

Mi Changcheng, Tachakorn Wongkumchai — Fri, 31 Oct 2025 00:00:00 +0700

The objectives of this research were to investigate factors influencing faculty motivation and engagement in teaching quality improvement and to analyze their impact on overall teaching quality initiatives. A quantitative research method was used. Data were collected from 338 full-time and part-time faculty members of Mianyang City University via stratified random sampling from a target population of about 1808. A self-administered questionnaire, developed from a literature review and adapted to the university context, was used for data collection. Its internal consistency reliability was evaluated by Cronbach's Alpha (all variables ≥ 0.889), and content validity was ensured through expert review. Data were analyzed using descriptive statistics (including mean and standard deviation), Pearson correlation, and multiple linear regression. The findings showed that factors significantly influencing faculty engagement in teaching quality improvement were professional development, perceived teaching feedback, perceived organizational support, and teaching autonomy, while job satisfaction had a significant but less direct effect. The combined effect of these factors explained 73.6% of the variance in faculty engagement. These results align with the JD-R Model, highlighting how 'Job Resources' contribute to 'Faculty Motivation and Engagement in Teaching Quality Improvement.' This research offers an empirical basis for targeted interventions, which can be extended to explore the effects of other factors in diverse educational settings.

Educational innovation, infographic media development

ณฐาพัชร์ วรพงศ์พัชร์, Samrit Kangpheng, Pichit Bhasabutr — Fri, 31 Oct 2025 00:00:00 +0700

This research aimed to (1) develop infographic media publications, (2) evaluate the efficiency of the developed infographic media, and (3) assess student satisfaction with the infographic publications regarding the impact of improper garbage disposal at Wat Sawang Arom School. The instruments used included evaluation forms and questionnaires, and data were analyzed using descriptive statistics, including mean and standard deviation. The sample consisted of 120 students from Wat Sawang Arom School, Nakhon Ratchasima Primary Educational Service Area Office 1, Semester 1, Academic Year 2023, selected through purposive sampling. The results indicated that (1) the infographic publications were created as posters using image editing programs such as Photoshop and Canva, combining graphics, symbols, text, and images to illustrate school waste issues and their negative effects, thereby raising students’ awareness and sense of responsibility; (2) the efficiency of the infographic media was rated at a very good level across all aspects, particularly in design; and (3) student satisfaction was high, with the media being easy to understand and engaging.

Development of educational information literacy of vocational students at Guangxi Vocational University of agriculture in China

Ma Zhaoxia, นิภาภรณ์ คำเจริญ — Fri, 31 Oct 2025 00:00:00 +0700

In the global information age, information literacy, as the basic literacy to promote people's independent learning, problem solving, and knowledge innovation, has been extensively explored and deeply studied in various countries. This paper studies the educational information literacy level of vocational college students in Guangxi Vocational University of Agriculture. The objectives of this study were 1) to investigate the problems and needs of educational information literacy of vocational college students and 2) to develop a management guideline for improving the educational information literacy of vocational college students. The samples were 392 vocational college students obtained from Guangxi Vocational University of Agriculture through the simple random sampling method. The research instrument used in this study was a questionnaire. The collected information and data were analyzed by the content analysis method and expressed as percentage, mean, and standard deviation. The results show that 1) the problems and needs of educational information literacy of college students in Guangxi Vocational University of Agriculture were at a high level, and 2) the management guideline for improving educational information literacy of vocational college students consisted of 10chapters. All 10 chapters were evaluated by 3 experts, and the IOC values ranged from 0.67 to 1.00, indicating that the guidelines for the management of vocational college students' information literacy are acceptable and can guide the improvement of students' educational information literacy levels.

The conceptual framework of AI literacy, applications, and ethics within the context of higher education

Titiya Netwong — Fri, 31 Oct 2025 00:00:00 +0700

Artificial Intelligence (AI) has been increasingly integrated across all levels of education, from early childhood and primary education to secondary and higher education. Educational institutions must recognize the essential knowledge, skills, and attitudes individuals need to engage with AI effectively, including ethical awareness and critical evaluation of AI-generated information. This underscores the urgent need for AI literacy. However, research in this area remains limited, particularly within the context of Thai higher education, where concrete and context-sensitive applications are still lacking. This academic article aims to present 1. AI applications in higher education, 2. A conceptual framework of AI literacy for higher education, 3. Ethical considerations and human agency, and 4. Policy and practice recommendations for enhancing AI literacy. The analysis highlights that AI adoption in higher education primarily supports educational management, faculty development, and student learning. Therefore, promoting AI literacy at the tertiary level is essential. The article proposes a clear and comprehensive conceptual framework for AI literacy in higher education, emphasizing technical competence, ethical reasoning, and critical thinking. Seven key components of AI literacy are identified: 1. foundational AI knowledge, 2. technical understanding, 3. interaction with AI, 4. AI awareness and collaboration, 5. reasoning and responsibility, 6. ethics, and 7. impact. Higher education institutions should establish policies, guidelines, and ethical standards for responsible AI use to foster AI literacy in rapidly evolving, AI-driven educational environments. Emphasizing AI literacy education serves to prepare stakeholders in higher education with the essential knowledge, understanding, and mindset required to engage with AI ethically and responsibly. This foundation enables them to address professional and societal challenges more effectively and to enhance their quality of life through informed and conscientious use of AI.