Journal of Graduate Research

The Life Development Project Model: An Innovative Learning Process Management of the Learning Institute for Everyone

2025-03-24T14:17:07+07:00

Learning Institute for Everyone is committed to expanding educational opportunities and fostering lifelong learning. As a higher education institution, it empowers learners to have dignity and self-sufficiency within their local communities. Through experiential learning, the institute seamlessly integrates academic knowledge with everyday life and the local context. Education here is deeply connected to culture, traditions, and local wisdom. The community serves as both a learning resource and a key supporter of education, while local scholars and community sages transmit knowledge, local wisdom, and foster a lifelong learning mindset. This approach ensures continuous personal and professional growth for all learners. Furthermore, the Life Development Project Model is one of the graduation criteria for the students of the Learning Institute for Everyone. Every learner must actively work on enhancing their own lives or advancing their careers, demonstrating the tangible impact of the institute’s learning philosophy, using the learners' lives and the academic content to unify life development, career advancement, and learning into a single entity.

Educational Experiences in the Undergraduate Program, Interests, and Motivations for Future Career Choices Among Third-Year Students at Puey Ungphakorn School of Development Studies, Thammasat University

2025-04-21T11:56:02+07:00

Educational experiences in undergraduate programs, along with both intrinsic and extrinsic motivations, play a significant role in influencing students' interests in future career choices. Understanding these factors can enable educational institutions to identify the strengths and developmental opportunities of their curricula, and guide the direction of future graduate preparation. This mixed-methods research aims to explore the level of educational experiences, career interests, and the level of career choice motivations among third-year students from Puey Ungphakorn School of Development Studies, Thammasat University. Quantitative data were collected using questionnaires from a sample of 60 students, while qualitative data were gathered through in-depth interviews with 8 key informants. The research tools included online questionnaires and semi-structured interview guides. Data were analyzed using descriptive statistics and content analysis.
The findings revealed that students have a high level of educational experiences in undergraduate program, with the highest level in extracurricular activities, followed by skill development, social relationships, and knowledge acquisition, respectively. The top three career choices among students were: (1) social entrepreneur or private business owner; (2) corporate social responsibility officer or sustainability officer; and (3) human resource and organizational development officer. Seventy percent of students expressed interest in working in the private sector. Regarding motivation for future career choices, students exhibit higher levels of intrinsic motivation than extrinsic motivation, with key intrinsic motivators including a desire to engage in socially beneficial work, clear career goals, and a personality suited to future career paths, while main extrinsic motivators were job characteristics and career advancement opportunities, compensation and market trends, and the relevance of coursework to future careers. Based on these findings, it is recommended that the curriculum should promote experiential learning outside the classroom, support skill development and subject-specific aptitudes, and be continuously revised to align with both student needs and labor market demands. Furthermore, collaboration with public and private sector organizations is recommended to enhance student development and create environments that support professional growth and encourage students to pursue careers aligned with their individual characteristics and abilities.

The Study of the Current Situation and Approaches to Promoting and Regulating Teachers' Behavior in Accordance with the Code of Professional Ethics

2025-06-27T10:54:31+07:00

The Code of Ethics for the Teaching Profession serves as a safeguard against the misuse of professional authority and provides standards aimed at upholding the dignity of the profession. This study investigates teachers' compliance with ethical standards and the underlying reasons for any misconduct. Additionally, it aims to identify appropriate frameworks for promoting and regulating teachers’ professional conduct. The quantitative phase involved a survey of 1,190 education professionals regarding their adherence to professional ethics. In-depth qualitative interviews are conducted with 22 key informants, including school administrators, educational supervisors, teacher hiring agencies, and Thai Teachers' Council Secretariat Office officials. The qualitative phase also comprised focus group discussions with 77 participants, including teachers, students, and representatives from teacher education institutions. Data analysis includes descriptive statistics, one-way ANOVA, and qualitative content analysis.

The results indicated that teachers’ overall adherence to professional ethics was found to be at a very high level (=4.77, S.D.=0.34). The area with the highest average score for ethical behavior was how teachers treated the people they served ( = 4.83, S.D. = 0.35), followed closely by how they treated their colleagues ( = 4.82, S.D. = 0.38) and how they acted about their profession ( = 4.78, S.D. = 0.36), in that order. Significant differences in teachers’ adherence to professional ethics were found across school types and geographic regions (p < .05). Most teachers demonstrated ethical conduct across all five domains, particularly concerning their ethics toward themselves and their service users. Only a small number of teachers were found to have violated professional ethics, with contributing factors including individual characteristics, school-level practices, social influences, and generational differences.

The optimal framework for fostering and regulating teachers' conduct by professional ethics bifurcates into two stages: preparation for entering the profession and promoting and regulating behavior thereafter. These findings provide a basis for developing approaches to reduce ethical misconduct and to strengthen the professional standing of teachers, thereby fostering sustainable recognition in society.

Development of a Storytelling Manual to Promote Executive Function Skills for Life Management Toward Success in Early Childhood

2025-04-05T23:31:51+07:00

This study aimed to: (1) design and develop a storytelling manual set to promote executive function skills for life management toward success among preschool children; (2) examine the development of children’s executive functions after participating in activities based on the manual; (3) compare children’s executive function levels before and after the intervention; and (4) investigate preschool teachers’ satisfaction with the storytelling manual. The research employed an experimental one-group pretest–posttest design. The sample comprised 20 preschool teachers and 60 children drawn through multistage sampling from schools under the Loei Primary Educational Service Area Office 1. The research instruments were: (1) a storytelling manual structured around three phases: pre-storytelling activation, storytelling, and post-storytelling activities—implemented over eight consecutive weeks; (2) an Executive Functions (EF) assessment scale for successful life management; and (3) a teacher satisfaction questionnaire. Data were analyzed using descriptive statistics (mean and standard deviation) and the paired-samples t-test.

The findings revealed that: (1) the storytelling manual demonstrated content validity, with item–objective congruence (IOC) indices ≥ 0.67 for all items, and high reliability (α = 0.92), indicating its suitability for early childhood learning contexts; (2) children who participated in the manual-based activities showed improvements in all EF domains—working memory, inhibitory control, and emotion regulation; (3) EF levels after the intervention were significantly higher than before at the .01 level, specifically for working memory (𝑥̄_pre = 3.43 ± 0.73; 𝑥̄_post = 4.43 ± 0.90), inhibitory control (𝑥̄_pre = 1.83 ± 0.38; 𝑥̄_post = 3.60 ± 0.62), and emotion regulation (𝑥̄_pre = 1.70 ± 0.47; 𝑥̄_post = 3.63 ± 0.49); and (4) teachers reported a high level of satisfaction with the storytelling manual (𝑥̄ = 4.21 ± 0.51 out of 5), reflecting the appropriateness and effectiveness of the activities in promoting executive functions skills for life management toward success in early childhood settings.

The Effects of an Integrated Group Counseling Program for Enhancing Multicultural Social Skills of Pre-service Teachers in the Southern Border Provinces

2025-05-09T21:03:57+07:00

This research aimed to 1) compare the multicultural social skills of pre-service teachers in the experimental group before and after participating in the integrated group counseling program, and 2) compare the multicultural social skills of the experimental group who received the integrated group counseling program to enhance multicultural social skills with the control group who did not receive the integrated group counseling program after the experiment. The sample consisted of 54 teacher training students from Songkhla Rajabhat University in the academic year 2024 who met the researcher’s inclusion criteria. They were assigned to experimental and control groups of 27 students each through simple random sampling. The research instruments were 1) the integrated group counseling program to enhance multicultural social skills, which had the highest quality level, with a total average score of 4.90 out of a full score of 5.00. 2) The multicultural social skills test with a reliability of 0.95. Data were analyzed using percentage, mean, standard deviation, and t-test.

The findings revealed that 1) the experimental group achieved significantly higher mean scores in multicultural social skills after the intervention compared to before the intervention (p < .01), and 2) the experimental group also outperformed the control group in multicultural social skills at the post-test stage (p < .01). These results indicate that the integrated group counseling program is an effective mechanism for fostering pre-service teachers’ multicultural social skills and contributes to preparing them with sustainable competencies for living and working in multicultural societies.

Needs Assessment for Capacity Building in Developing Routine Work into Research Among Staff of the Innovative Learning Institute, University of Phayao

2025-07-14T14:38:32+07:00

This research aimed to 1. assess the needs for enhancing the capacity to transform routine work into research among staff of the Innovative Learning Institute, University of Phayao, 2. evaluate the knowledge of the staff regarding the development of routine work into research, and 3. investigate the problems and obstacles in developing routine work into research among the staff. The sample group comprised 43 Innovative Learning Institute staff members at the University of Phayao. Data were collected using a needs assessment questionnaire and a knowledge test on developing routine work into research. The needs assessment was analyzed using the Modified Priority Needs Index (PNI_modified) technique. Descriptive statistics, including frequency and percentage, were used to evaluate knowledge, and open-ended responses regarding problems and obstacles were analyzed using content analysis.

The research findings revealed: 1. The staff had the highest required need to learn about selecting appropriate research statistics for the study topic. 2. The topic most frequently answered correctly was population and sample determination, while the least frequently answered correctly was writing the introduction and determining the validity and reliability of the research instrument. 3. The most significant problem and obstacle for staff in developing routine work into research was time constraints. These findings can serve as a guideline for developing capacity in routine-to-research initiatives, ensuring alignment with the actual needs of the staff.