Journal of Education Studies, Chulalongkorn University

Cover Vol. 54 Issue 3

2026-09-23T09:33:56+07:00

Editorial Vol. 54 Issue 3

2026-09-23T09:58:50+07:00

Contents Vol. 54 Issue 3

2026-09-23T10:02:32+07:00

Dynamics of Expectations and Adaptation Strategies: A Study of Expectation Management Processes among Chinese Graduate Students

2026-06-17T14:48:35+07:00

This research aims to explore the expectations and analyze the expectation management strategies of Chinese master's degree students at a Thai university. Employing a qualitative case study design, data were collected through in-depth interviews with seven key informants, selected through purposive sampling combined with snowball sampling. The informants were Chinese master's degree students aged between 23–28 years, representing diverse genders, fields of study, and regions in China. Semi-structured in-depth interviews and observation records as research instruments. The data were analyzed using directed content analysis. The findings revealed that students' expectations cover four main dimensions: teaching and learning, services, social and cultural aspects, and future opportunities. The service dimension showed the most significant gap between expectations and reality. When encountering such discrepancies, students demonstrated proactive agency through “expectation management strategies” which consist of five main strategies: expectation adjustment, information seeking, behavioral adaptation, support system utilization, and cognitive reframing. The researcher synthesized a “Cyclical Expectation Management Model” to explain the dynamic, continuous, and non-linear process of adaptation through five stages: perceiving expectation gaps, seeking information, active coping, cognitive reframing, and forming new expectations. In addition, the study found an increasing tendency among students to develop positive attitudes toward staying and working in Thailand after graduation. Policy recommendations emphasize the necessity of improving institutional information systems and proactive support mechanisms, enabling universities to move beyond being degree providers toward becoming institutions that effectively develop the potential of transnational human resources.

Effects of Learning Activities Based on the STEM Education Concept on the Problem-Solving Skills and Learning Management Design Abilities of Pre-service Mathematics Teachers

2026-07-21T16:41:49+07:00

The objectives of this research were to: 1) determine the effectiveness of the STEM education lesson plan in accordance with the 75/75 efficiency criteria 2) compare students' knowledge of STEM education before and after by using STEM education-based learning activity. 3) compare students' problem-solving skills before and after by using STEM education-based learning activity. 4) study the students' ability to design learning by using STEM education-based learning activity. This study employed experimental research designing to evaluate learning activities based on the STEM education concept. The sample consisted of 27 third-year pre-service mathematics teachers. The sample was selected through cluster random sampling. The research instruments included 1) STEM education lesson plan; 2) STEM education knowledge test; 3) problem-solving skills test; 4) learning management design ability assessment; and 5) Questionnaire on the ability to design learning management based on STEM education approach. Quantitative data were analyzed using mean, standard deviation, percentage, and a t-test, while qualitative data were analyzed using content analysis. The results showed that 1) the effectiveness of the STEM education lesson plan was 76.70/82.04, meeting the criteria of 75/75; 2) The students' knowledge of STEM education after were significantly (M = 16.41, SD = 2.78) higher than the pre-test scores (M = 8.41, SD = 2.27) at the .05 significance level; 3) The students' problem-solving skills after using STEM education based learning activity were significantly (M = 14.80, SD = 1.95) higher than the pre-test scores (M = 4.93, SD = 1.21) at the .05 significance level; and 4) the students' ability to design learning management by using STEM education based learning activity was at a high level (M = 3.51, SD = 0.54).

Disciplinary Literacy: An Approach for Enhancing Reading Literacy among Thai Students

2026-08-13T10:17:23+07:00

The results of the PISA 2022 reading literacy assessment indicate a critical crisis in the reading abilities of Thai students. Only 35% of lower secondary school students were able to read at the baseline level, while the remaining 65% performed below it. This situation underscores the urgent need for effective instructional approaches to improve students’ reading abilities at both policy and practical levels. This article proposes the concept of disciplinary literacy to accomplish this. The core principle of disciplinary literacy is the application of discipline-specific strategies authentically employed by experts in each field to comprehend texts. The article begins by outlining the background and foundation of disciplinary literacy, followed by an explanation of its principles and objectives. It then presents practical guidelines and examples of classroom implementation across different subject areas, including approaches for applying the concept to curriculum and instructional design. Finally, the article proposes guidelines for Thai teachers’ preparation for instruction based on disciplinary literacy, while highlighting the potential for integrating disciplinary literacy into various subject areas within the Thai educational context, where curricula are organized according to learning strands. Disciplinary literacy not only enhances students’ reading abilities, but also promotes meaningful learning aligned with the authentic nature of each academic discipline.

Literacy and Competency in Thai Education: A Crosswalk Framework for Curriculum Design and Assessment

2026-08-24T11:30:41+07:00

This article aims to analyze and position the relationship between literacy and competency in the context of Thai education. It employs conceptual analysis and purposive document synthesis based on relevant international and Thai frameworks, including PIAAC, PISA/OECD, UNESCO, ACRL, the Council of the European Union, DigComp, UNESCO-UNEVOC, PISA Thailand, and CBE Thailand materials on core competencies and learning assessment. The analysis indicates that literacy and competency are related but cannot be used interchangeably. Literacy emphasizes domain-specific abilities to understand, evaluate, use, create, or communicate texts, data, media, symbols, or information in meaningful contexts. Competency, on the other hand, emphasizes the integrated ability to apply knowledge, skills, attitudes, values, and other resources to perform tasks or solve problems in real-world contexts. The analysis also shows that the relationship between the two concepts is not a fixed hierarchy, but depends on the reference framework, definition, and the purposes for which the terms are used.
The article therefore proposes a Literacy–Competency Crosswalk Framework for examining the relationship between the two concepts through learning outcomes, tasks, evidence, and assessment criteria without prescribing fixed mappings between specific literacies and competencies. The framework helps curriculum developers and teachers distinguish evidence of domain-specific literacy from evidence of integrated competency and use these relationships to improve coherence in learning and assessment design.

From Learning Outcomes to Assessment: Integrated Model for Assessing Creative Problem-Solving Skills in Higher Education Students

2026-06-16T13:35:55+07:00

This academic article aims to present an integrated model for assessing creative problem-solving skills among higher education students, particularly in the contexts of general education courses and large classes. Creative problem-solving is a soft skill characterized by a process-oriented and multidimensional structure, involving understanding problems, generating ideas, making decisions, and developing solutions for action. Therefore, it cannot be comprehensively assessed through a single instrument or solely through end-point outcomes. The academic article proposed model functions as a mechanism for translating learning outcomes into assessment by connecting six components: defining the skill, identifying behavioral indicators, designing learning activities, specifying assessment evidence, determining assessment tools, and using assessment results. The model emphasizes the assessment of both processes and outcomes, the use of multiple sources of traceable evidence, and the application of assessment results to provide feedback and support students’ continuous development. In addition, the article discusses challenges in applying the model in general education courses of higher education contexts, including translating learning outcomes into behaviors and assessment evidence, validity, fairness, consistency in judgment, teachers’ workload, and assessment culture.