Integrated Social Science Journal, Mahidol University

The Research of Monitoring and Evaluation of Teacher Development in the Basic Education Level Under the Office of the Basic Education Commission

2025-05-07T09:28:26+07:00

The objectives of this research were to (1) study the condition, problems and obstacles, and success factors of the development of teachers under the Office of the Basic Education Commission; (2) evaluate the results of the teacher development; and (3) create the recommendations on teacher development policy. The research process comprised three phases. The first phase was the study of the condition, problems and obstacles, and success factors of the development of teachers. The key research informants were the administrators of the Central Office, administrators of the Regional Office level, administrators of the school level, and teachers. The research tool was a form containing guidelines for focus group discussion. The second phase was the evaluation of the results of teacher development. The research sample consisted of 3,462 school administrators and teachers. The research tool was a questionnaire. The third phase was the creation of recommendations on the teacher development policy. The key research informants were 15 experts. The research tools were a form containing guidelines for focus group discussion, and a draft of the recommendations on teacher development policy. Research data were analyzed with the use of means, standard deviations, and content analysis.

The research findings revealed that 1) there were the clear policy and plan for teacher development, and there was also the system for monitoring and evaluation of the teacher development; however, there were the problems of the policy lacking continuity, the communications of the policy being not comprehensive, and the development targets being not relevant to the needs of the schools; and the success factors in the development of teachers were the systems and mechanisms for communicating policies and monitoring policy implementation 2) regarding the results of the teacher development, it was found that the teachers had obtained the knowledge and understanding of being a teacher, learning management, learning management skills, and teacher characteristics at the high level; while teachers in small schools in remote areas had less opportunity for development; and 3) the policy recommendations on teacher development were as follows; there should be (1) the comprehensive communications of the policy, and the local area-based teacher development policy; (2) the creation of the program focusing on responding to the needs of the teachers; (3) the enhancement of motivation for self-development of the teachers; and (4) the supports on creating the cooperation networks of teacher development.

The Impact of COVID-19 on Educational Digital Transformation

2025-03-05T14:50:55+07:00

COVID-19 has necessitated a rapid and comprehensive shift towards digital transformation in the education sector. This study explores the impact of COVID-19 on educational practices and the role of digital transformation in mitigating these effects. A systematic three-stage bibliometric and documentary analysis of research articles indexed in a database since the wake of the COVID-19 crisis highlights the significant contributions of social sciences and digital innovations in understanding and facilitating this transformation. The findings underscore the recurrence of keywords and field of expertise critical need for robust digital infrastructure, professional development for educators, and strategies to bridge the digital divide. Additionally, the study emphasizes the importance of fostering digital literacy among students and educators to ensure the effective integration of digital tools in education. This research provides valuable insights and new knowledge for developing adaptive, innovative, and inclusive educational strategic planning in a post-pandemic world, enhancing educational resilience and quality.

Factors Related to the Engagement of Ph.D. Students and Alumni in the Doctor of Philosophy in Immunology (International Program), Faculty of Medicine Siriraj Hospital

2025-03-27T02:14:03+07:00

This study aims to 1) understand what factors related to students' engagement in the Doctor of Philosophy program in Immunology at the Department of Immunology, Faculty of Medicine, Siriraj Hospital, 2) examine the relationship between student and alumni engagement and their willingness to recommend and contribute to the program, and 3) develop recommendations for enhancing the alumni engagement process and to provide input for the curriculum improvement in 2027. The population used in this study consists of current students and alumni of the Doctor of Philosophy program in Immunology at the Faculty of Medicine Siriraj Hospital, Plan 2.1 (for those with a master’s degree), totaling 65 individuals. Data were collected using a census method. Of these, 39 individuals responded to the questionnaire, resulting in a response rate of 69.64%. The data were analyzed using descriptive statistics, including frequency, percentage, mean, standard deviation, and Pearson’s r correlation coefficient. The results of this study showed a high level of engagement among current students and alumni with the curriculum. The factors that significantly relate to this engagement at the 0.01 statistical level (p ≤ 0.01), in order from highest to lowest were the curriculum pride (0.692), extracurricular activities (0.541), and faculty members (0.634). Factors that do not significantly relate to engagement include support staff (0.304), facilities (0.283), and classmates and lab partners (0.177). Additionally, the study found that engagement significantly impacts the willingness to related to the curriculum (0.700) and the willingness to recommend the curriculum to juniors and acquaintances (0.459) at the 0.01 statistical level (p ≤ 0.01). Overall, the research results indicated that pride in the curriculum, involvement in extracurricular activities, and the quality of teaching staff are critical factors related to the level of engagement among students and alumni. These results can be applied to plan for the sustainable maintenance and development of student and alumni engagement.