Journal of Education Studies, Chulalongkorn University

Editorial Vol. 54 Issue 1

ศูนย์นวัตกรรมทางการศึกษา สื่อสิ่งพิมพ์ และสื่อออนไลน์ จุฬาฯ — 2026-03-25

Contents Volume 54 Issue 1

ศูนย์นวัตกรรมทางการศึกษา สื่อสิ่งพิมพ์ และสื่อออนไลน์ จุฬาฯ — 2026-03-25

IKIGAI: From a Philosophical Concept to an Enrichment of Learning Management

Jiradach Nukunrot — 2026-03-25

In recent years, some dance education practitioners have confronted significant challenges and obstacles regarding traditional pedagogical frameworks, which have been critiqued for being overly teacher-centric, with a lack of flexibility. Students are encouraged to discover value, skills, and benefits of the limited skill development. The integration of pedagogical concepts with the Japanese philosophy of Ikigai is an approcah with an aim to facilitate a paradigm shift toward truly learner-centered education. The philosophy of Ikigai provides a philosophy of life based on Japanese culture that encourages individuals to explore and discover what they love, what they are good at, what benefits them, and what society needs, offering a foundation for living meaningfully. Accordingly, the compelling aspect of applying the Ikigai approach in teaching provides learning experiences based on four central questions: 1) What aspects of classical dance do students enjoy?; 2) What aspects of classical dance are students good at?; 3) What benefits do students derive from classical dance?; and 4) What does society expect or require from classical dance? If classical dance teachers are aware of the above scenarios, it will be a new paradigm shift to foster education that expands the learning to reach true benefits and values and goes beyond learning that is merely grade-level promotion or the discourse reproduction “learn to preserve the national cultural heritage”.

Eco-literacy as the Foundation of Transformative Education: Integrating Theory, Practice, and Sustainable Development

Siriping Deedoo — 2026-03-25

Eco-literacy has been widely recognized as a crucial body of knowledge and a key competency for citizens in the 21st century, as it forms the foundation for understanding the complex interrelationships among humans, nature, and society. This article has three main objectives, namely: 1) describe the theoretical foundations of Eco-literacy, 2) examine its development from past to present and 3) discuss the educational roles of integrating this concept into curricula and teaching practices. The review of literature shows that the development of the concept revealed that eco-literacy has evolved from an early emphasis on providing environmental science data to a contemporary systems-thinking framework that integrates social, cultural, and ethical dimensions. This evolution marks a transition from merely raising awareness to cultivating citizens with the practical competencies necessary for structural change. While applications within the Asian context reflect efforts to integrate these concepts at both curricular and policy levels, significant challenges remain notably over reliance on Western epistemological frameworks. This article, therefore, proposes that a key solution lies in transformative education that deliberately integrates local wisdom and Asian cultural contexts with international standards. Such an approach aims to establish sustainable eco-literacy practices that are deeply aligned with real-world ways of living.

Holding the Line: Teacher Resilience and Engagement in Myanmar’s Conflict-Affected, Non-State Schools

Lugyi No — 2026-03-25

This qualitative study explores teacher resilience, professional engagement, and informal leadership in community-led schools located in conflict-affected areas of Myanmar. The study draws on two online focus group discussions with 14 high school teachers selected through purposive sampling. The research instrument was a semi-structured focus group discussion protocol. The discussions were conducted in the Myanmar language, and the data were analyzed using inductive thematic analysis. The findings indicate that teachers sustain resilience through moral purpose, professional commitment, and strong relational ties with students, peers, and local communities. In the absence of formal governance structures, teachers assume informal leadership roles by managing school operations, providing emotional support, and adapting teaching practices to crisis conditions. Professional engagement is maintained through collective responsibility, student motivation, and community collaboration despite ongoing violence and displacement. These findings highlight how resilience and professional engagement in conflict settings emerge as relational and context-dependent processes rather than individual traits. The study contributes to research on education in emergencies by demonstrating the role of community-driven educational models in sustaining learning where formal systems have collapsed and offers insights for supporting teachers working in prolonged conflict environments.

Cover Vol. 54 Issue 1

ศูนย์นวัตกรรมทางการศึกษา สื่อสิ่งพิมพ์ และสื่อออนไลน์ จุฬาฯ — 2026-03-25