Journal of Graduate Research

Development of a Supplementary Curriculum Based on Metacognition and Context-Based Learning to Enhance 21st-Century Learners’ Competencies in Schools under the Sakon Nakhon Secondary Educational Service Area Office

2025-10-09T09:46:00+07:00

This study aimed to 1) investigate baseline information for developing a supplementary curriculum based on metacognition and context-based learning to enhance learners’ competencies in the twenty-first century, 2) develop a supplementary curriculum based on metacognition and context-based learning, and 3) examine the outcomes of implementing the supplementary curriculum. The sample for Phase 1 consisted of 331 school administrators and teachers. The sample size was determined using the Krejcie and Morgan table. In Phase 2, five experts participated in the curriculum evaluation process. The target group for Phase 3 consisted of 40 students. The research instruments included 1) a questionnaire on baseline information for supplementary curriculum development, 2) a supplementary curriculum based on metacognition and context-based learning, 3) a student competency assessment, and 4) a student satisfaction questionnaire. Data were analyzed using percentage, mean, and standard deviation.

The findings revealed that 1) the overall results of the baseline study for supplementary curriculum development were at the highest level (M = 4.55, S.D. = 0.16). 2) The developed supplementary curriculum consisted of nine components, namely (1) rationale and significance, (2) fundamental concepts, (3) curriculum principles, (4) objectives, (5) integration of learning areas, (6) learning content, (7) learning activities, (8) instructional media and learning resources, and (9) measurement and evaluation of learning outcomes. The curriculum demonstrated a high level of appropriateness and feasibility (M = 4.42, S.D. = 0.64). 3) Students’ competencies after participating in the curriculum were higher than before participation and students’ satisfaction with the curriculum was at a high level (M = 4.45, S.D. = 0.63). The findings indicate that the curriculum enables learners to reflect on and analyze their own thinking processes while connecting knowledge to real-world problem solving. As a result, learners develop sustainable learning habits and acquire competencies that support future career readiness.

Future Scenarios of School Administrators’ Competencies in the Artificial Intelligence Era Among Provincial Kindergarten Schools in Thailand

2026-03-10T14:03:01+07:00

This study aimed to (1) examine possible trends in future competencies of school administrators and (2) develop future scenarios of school administrators’ competencies in the artificial intelligence era in provincial kindergarten schools in Thailand. The study employed the Ethnographic Delphi Futures Research (EDFR) technique to obtain consensus from key informants. In the first round, 11 experts participated, while 23 experts were involved in the second and third rounds. The participants included national-level policymakers, educational administrators at the district level, school administrators, and academics in early childhood education, educational technology, innovation, and artificial intelligence in education. Research instruments included in-depth interviews and questionnaires on future competency trends. Data were analyzed using content analysis and statistical measures, including median, mode, and interquartile range.
The findings revealed that: 1) all five core competencies were rated at the highest level of importance. Ranked by median scores, these included educational innovation management, knowledge, change management, skills, and artificial intelligence technology management. 2) The future competencies of school administrators over the next decade consist of five key areas: artificial intelligence utilization, AI-based school administration, innovation and organizational development design using AI, data governance and AI ethics, and digital security.

Synthesis of a Constructivist Virtual Learning Environment Integrated with Design Thinking to Promote Students’ Creativity

2026-02-23T15:01:57+07:00

This study aimed to 1) synthesize a constructivist virtual learning environment integrated with design thinking to promote students’ creativity and 2) evaluate the suitability of the synthesized model. The suitability of the model was evaluated by five experts in the fields of educational technology, educational measurement and evaluation, and education. The research instrument was a suitability evaluation form for the constructivist virtual learning environment integrated with design thinking. Data were analyzed using descriptive statistics, including mean and standard deviation.
The findings revealed that 1) the synthesized model consists of two main components. The first component is the constructivist virtual learning environment, which comprises five elements, namely (1) simulation, (2) learning resources, (3) design, (4) creative reflection, and (5) scaffolding. The second component is the design thinking process, which consists of five steps, namely (1) observation, (2) information gathering, (3) ideation, (4) prototyping, and (5) testing. 2) The overall suitability of the constructivist virtual learning environment integrated with design thinking to promote students’ creativity was rated at the highest level (M = 4.61, S.D. = 0.40). When individual aspects were considered, the three highest-rated aspects, all at the highest level, were the practical usefulness of the model, the design thinking process, and the components of the constructivist virtual learning environment. The remaining two aspects, namely the constructivist virtual learning environment and the tools used within the model, were rated at a high level. The findings indicate that the synthesized model can be effectively applied to support student development and promote creativity.