Journal of Education Studies, Chulalongkorn University

Editorial Vol. 54 Issue 2

ศูนย์นวัตกรรมทางการศึกษา สื่อสิ่งพิมพ์ และสื่อออนไลน์ จุฬาฯ — Wed, 24 Jun 2026 00:00:00 +0700

Contents Volume 54 Issue 2

Cover Vol. 54 Issue 2

Forecasting Trends in Educational Measurement and Assessment Topics in the AI Era: Text Mining Analysis with Bayesian Multilevel Piecewise Regression Model

Siwachoat Srisuttiyakorn, Kanit Sriklaub, Yotsawee Saifah — Wed, 24 Jun 2026 00:00:00 +0700

This study aimed to 1) identify latent research topics in educational measurement and evaluation from academic databases covering the years 2008–2025 using Structural Topic Modeling (STM), 2) analyze topic prevalence trends and forecast their growth trajectories for 2027 using Bayesian Multilevel Piecewise Regression (BMPR), and 3) synthesize strategic research themes from the topic classification and forecasting results. The dataset consisted of 1,695 research articles from the proceedings of three international conferences. The data were processed to extract 10,858 standardized keywords and key phrases, which were then analyzed using STM to identify latent research topics. Topic labeling and interpretation were conducted through a human-in-the-loop process in collaboration with large language models. The findings showed that STM identified 95 latent research topics, which could be semantically organized into two major domains: assessment, evaluation, and policy; and innovation and technology for learning. BMPR results revealed high variability in topic prevalence trends, reflecting significantly different patterns of growth, slowdown, or stability across topics. Forecasting and topic screening identified 40 high-potential topics, which were subsequently grouped into 13 subclusters and synthesized into four strategic research themes: AI-driven learning systems, measurement and validity in large-scale assessment, equity and engagement, and responsible use of artificial intelligence.

Guidelines for Inclusive Education Management for Students with Special Needs at Secondary Level in Physical Education

Nuttapad Sornprasan, Piyanan Jooronsiriphong, Suthana Tingsabhat — Wed, 24 Jun 2026 00:00:00 +0700

This research aimed to 1) examine the conditions and problems of inclusive physical education management for students with special needs at the secondary school level, and 2) propose appropriate guidelines for inclusive physical education management for students with special needs in secondary schools. Samples were 95 schools, the informants consisted of 3 groups, including heads of the Health and Physical Education Department, physical education teachers, and special education teachers. Multi-stage sampling and stratified sampling based on the four geographical regions of Thailand were used to recruit the samples. The research instrument was a questionnaire concerning inclusive physical education management for students with special needs at the secondary school level, with an Index of Item-Objective Congruence (IOC) ranging from 0.6 to 1.0. Data were analyzed using frequency, percentage, mean, and standard deviation. The findings revealed that: 1) most schools demonstrated an intention to implement inclusive physical education; however, they still lacked specialized personnel and a clearly defined management system. Consequently, schools tended to rely on flexible approaches rather than standardized inclusive models; and 2) the overall implementation of inclusive education based on the SEAT Framework was at a high level (M = 3.98, SD = 0.16). Strengths were identified in student inclusion and instructional activities, which were well supported by physical education teachers. However, weaknesses were found in the area of tools and support (M = 3.57, SD = 0.23), particularly regarding specialized equipment for students with special needs in physical education classes and the limited number of special education teachers, with some schools lacking such personnel entirely. Therefore, the findings of this study provide important guidelines for improving inclusive physical education management for students with special needs.

Effects of Flipped Task-Based Learning on Grammatical Achievement and Learners’ Perceptions among Pre-service EFL Teachers

Phayao Nusen — Wed, 24 Jun 2026 00:00:00 +0700

This study aims 1) to compare the English grammatical achievement of students taught through flipped task-based learning and that of students taught through communicative language teaching, and 2) to examine learners’ perceptions of flipped task-based learning. The research employed a quasi-experimental design. The samples were 60 first-year undergraduates majoring in English Education at a public university, divided into an experimental group and a control group. The researcher assessed the students’ technological readiness and then divided them into the experimental group and the control group. There were 30 students in each group. The research instruments were 1) learning management plans, 2) grammatical achievement tests, and 3) a questionnaire on students’ perceptions. The findings of the study are as follows: 1) the learners in the experimental group who were taught through flipped task-based learning demonstrated significantly higher grammatical achievement than those in the control group, with a statistically significant difference in mean improvement scores at the .001 level and an effect size of 1.22 and 2) the learners reported a high level of overall agreement (M = 4.12, SD = 0.81), particularly in terms of engagement (M = 4.23, SD = 0.71). The model provided the students with opportunities to exchange ideas and participate in collaborative activities. However, some students expressed concerns regarding the pre-class workload, technological readiness, and the applicability of the flipped learning model to other courses. These findings suggest that flipped task-based learning can enhance students’ grammatical achievement and foster positive attitudes toward learning English. Additionally, it can develop students’ self-directed learning skills and encourage classroom participation.

Enhancing the Ability to Construct Scientific Explanations among 7th-Grade Students Using a Diagram-Based Scientific Explanation Learning Model with Scaffolding Techniques

Kanchana Yongdee, Chaninan Pruekpramool — Wed, 24 Jun 2026 00:00:00 +0700

Previous instructional approaches have effectively developed the claim and evidence components of students’ ability to construct scientific explanations. However, the reasoning component remains unclear. This convergent parallel mixed-methods research aimed 1) to study seventh-grade students’ level of ability to construct scientific explanations during learning using the diagram-based scientific explanation learning model with scaffolding techniques, and 2) to study seventh-grade students’ level of ability to construct scientific explanations after learning. The target group consisted of 32 seventh-grade students from a school under the Office of Secondary Education Service Area in Kanchanaburi Province, selected through purposive sampling. Research instruments for collecting data composed of 1) group and individual activity worksheets, 2) a scientific explanation ability test, and 3) reflective thinking and learning interview protocols. Quantitative data were analyzed using mean, standard deviation, frequency, and percentage, while qualitative data were analyzed using content analysis. The findings revealed that 1) students demonstrated an improvement in their ability during learning, both overall and across components. One group of students was able to withdraw from the scaffolding technique by the fourth lesson, and by the end of the seventh lesson, three groups were able to withdraw from the scaffolding technique. 2) Students’ ability after learning was at a moderate level overall. The claim component had the highest mean score at a moderate level, followed by evidence and reasoning, which were at levels needing improvement. Students displayed different approaches to constructing scientific explanations depending on their ability levels. Although scaffolding techniques helped improve students’ reasoning, but insufficient to fully support the integration of evidence with claims. Therefore, more targeted scaffolding strategies tailored to individual differences are needed, particularly in supporting the use of evidence and reasoning.

Liberal-Progressive Education Discourse: The Dynamics of Practice and Agency in Contemporary Thai Education

Omsin Jatuporn — Wed, 24 Jun 2026 00:00:00 +0700

Critical education research in Thailand has accumulated substantial knowledge about ideological reproduction mechanisms, yet a theoretical gap remains in explaining the dynamics of teacher and student agency and everyday negotiation. This article pursues two objectives: first, to critically examine liberal-progressive education discourse and structuralist critical education frameworks shaping Thai education reform, highlighting limitations of approaches that view schooling merely as ideological reproduction and educational culture as rigidly authoritarian; second, to reconstruct new possibilities for critical education in Thailand through alternative theoretical frameworks that recognize teacher and student agency. The discussion points are presented based on four Thai educational studies that explicitly apply practice-oriented concepts across diverse ethnic, class, and geographic contexts, analyzed alongside Freire’s banking education and Althusser’s ideological state apparatus before proposing alternative perspectives through the practice theory of Raymond Williams, Pierre Bourdieu, and Michel de Certeau. Findings reveal three theoretical insights: teachers and students exercise agency in selectively receiving, adapting, and reinterpreting structural ideologies; power relations in educational spaces are multi-centered and negotiable rather than unidirectional; and reproduction and transformation occur simultaneously within the same process. These findings suggest that developing critical education in Thailand requires acknowledging the complexity of the structure–practice relationship, creating spaces for teachers and communities to interpret and develop curricula, and cultivating theoretical language aligned with contemporary Thai social contexts.