Journal of Education Studies, Chulalongkorn University

Cover Vol. 53 Issue 4

ศูนย์นวัตกรรมทางการศึกษา สื่อสิ่งพิมพ์ และสื่อออนไลน์ จุฬาฯ — 2025-12-26

Editorial Vol. 53 Issue 4

ศูนย์นวัตกรรมทางการศึกษา สื่อสิ่งพิมพ์ และสื่อออนไลน์ จุฬาฯ — 2025-12-26

Contents Volume 53 Issue 4

ศูนย์นวัตกรรมทางการศึกษา สื่อสิ่งพิมพ์ และสื่อออนไลน์ จุฬาฯ — 2025-12-26

Development of a Competency-Based Curriculum through Co-Creation Mechanism to Build High-Skilled Labor Force: Case Studies of Thailand, Singapore, Germany and South Korea

Panisa Harnpathananun — 2025-12-26

Thailand’s time-based education system still faces limitations in developing 21^st Century skills and misalignment with labor market demands. This article analyzes the development of a competency-based curriculum (CBC) through case studies of Thailand, Singapore, Germany, and South Korea, aiming to propose guidelines for enhancing high-skilled labor that corresponds to the needs of the industrial sectors. The study reveals that Thailand has CBC pilot projects such as Work-integrated Learning (WiL), Skill-Mapping, and Higher Education Sandbox. However, it also has key weaknesses, for example, weak tripartite cooperation (government, private sectors, educational institutions), insufficient financial support, inflexible curricula that do not focus on high-tech fields, an unfavorable image of vocational education and unequal distribution of educational opportunities. The article proposes key policy recommendations, including adjusting curricula based on real-time skill demand data, enhancing the image of vocational education through communication campaigns that focuses on the significance of careers, and expanding opportunities with mobile training units and hybrid learning online courses. Adopting approaches from model countries will reduce the skills gap, create skilled labor that meets industry demands, and sustainably enhance the country’s competitiveness.

Development of a Learning Activity Package with Integrated Reading Strategies to Promote Reading Literacy among Lower Secondary School Students

Tasanee Satthaphong — 2025-12-26

The objectives of this study were to: 1) develop learning activity packages incorporating integrated reading strategies among lower secondary school students, with a targeted efficiency of 80/80, and 2) examine differences in students’ reading literacy performance before and after the implementation of the learning activity packages. The sample comprised 30 grade 9 students, through multi-stage random sampling, who were enrolled in the first semester of the 2024 academic year at a public secondary school in Bangkok. The intervention was conducted over a period of eight weeks, encompassing a total of 16 instructional periods. The research instruments consisted of 1) four sets of learning activity packages with integrated reading strategies including: set 1 fable reading, set 2 health documentary analysis, set 3 notice board reading, and set 4 chart and map interpretation—and 2) a reading literacy test. Data were analyzed using the mean (M), standard deviation (SD), and dependent t-test. The findings revealed that 1) the developed learning activity packages achieved an efficiency score of 89.60/88.04 and 2) students’ post-test mean scores in reading fluency were significantly higher than their pre-test mean scores at the .05 level of statistical significance. These results indicate that the developed instructional packages are effective in enhancing students’ reading literacy and in fostering the transfer of reading skills to authentic, real-life contexts.

The Effects of Contemplative Facilitation on the Enhancement of Self-Awareness among the Elderly: A Case Study of the Social Welfare Development Center for Older Persons

Chanokporn Suwittayapan — 2025-12-26

This action research aims to examine a contemplative facilitation process that fosters self-awareness among the elderly. The participants were 10 elderly people from a Social Welfare Development Center for Older Persons in Phra Nakhon Si Ayutthaya Province. Qualitative data were collected through participant observation and in-depth interviews, and data were analyzed using thematic analysis. The results revealed that the developed contemplative facilitation process, grounded in mindfulness cultivation, observation of the body, emotions, and thoughts, and deep listening, comprised eight activity sessions incorporating art-based activities and nature-connected practices. This process led to the development of self-awareness in four main areas: 1) Self-understanding – observing and recognizing oneself, accepting oneself, and appreciating one’s intrinsic value. 2) Openness and acceptance of differences – listening without judgment, accepting and valuing others, and broadening life perspectives. 3) Inner growth – experiencing safety and trust, inner calm and stability, focused attention, subtlety, renewed mental energy, and deeper interpersonal connections, and 4) Understanding and acceptance of life’s reality – recognizing interconnectedness in life, accepting life’s changes, and applying this understanding to daily living. The findings of this study indicate that the contemplative facilitation process has potential for enhancing self-awareness among the elderly, fostering holistic cultivation of mindfulness and wisdom, and consequently contributing to the improvement of quality of life in all dimensions.

Development of a Social Media Political Engagement Scale for Thai Youth

Thanaphol Huayhongtong — 2025-12-26

The purpose of this research was to develop and validate a social media political engagement scale for Thai youth. The sample consists of 934 grade 10-12 students in the academic year 2025, from schools administered under the Office of the Basic Education Commission (OBEC), Ministry of Education. Recruiting by using a muti-stage random sampling. The research instrument was a social media political engagement scale, a 5-point Likert scale, consisting of 73 items. The psychometric quality of the scale was evaluated using the content validity index (CVI), item discrimination indices, and internal consistency reliability. The finalized scale comprised 49 items across four attributes in 1) latent engagement (LE; 15 items), 2) counter engagement (CE; 9 items), 3) expressive engagement (EE; 12 items), and 4) follower engagement (FE; 13 items). The validation showed that the evidence, based on content by the expert judgment method could accurately classify attributes (CVI = 0.93). The results of item discrimination indices ranged from 0.22 to 0.61 with a discriminant index passed the criteria. The results of the reliability test passed the criteria (α = 0.93), therefore, the social media political engagement scale for Thai youth can be used to measure the concept of social media political engagement.

Read Well, Read Right: Developing Thai Reading Skills of Third-Grade Students Through Phonics-Based Instruction Combined with Reading Skill Exercises

Wirachai Longkaeo — 2025-12-26

This pre-experimental research aimed to 1) examine the effects of phonics-based instruction combined with reading skill exercises on Thai reading skills of third-grade students, and 2) investigate the learning process and factors contributing to the success of this instructional approach. A one-group pretest-posttest was employed. The target group consisted of 15 third-grade students from a private school in Chiang Mai Province, selected through purposive sampling based on their Thai reading assessment scores, identifying students with beginning-level reading foundations. The intervention lasted 10 hours. Research instruments included 1) a Thai reading skill test, and 2) observation and student reflection form. Quantitative data were analyzed using mean, standard deviation and the Wilcoxon Signed-Rank Test, while qualitative data were analyzed using thematic analysis. The findings revealed that 1) students' post-test reading scores were significantly higher than pre-test scores at the .05 level, and 2) qualitative analysis found that the learning process proceeded according to the phonics-based instruction combined with reading skill exercises, which consisted of five stages: (1) presentation and teaching of sounds, (2) practice, (3) assessment and reinforcement, (4) application of knowledge, and (5) review and summary. This process resulted in five key factors contributing to success: (1) motivation and interest from appropriate media design, (2) positive peer influence, (3) inclusive approach to individual differences, (4) development of confidence and behavioral changes, and (5) development of independent learning. Teachers and parents can adopt phonics-based instruction combined with reading skill exercises and the five success factors to develop students' reading abilities in similar contexts.