ASEAN Journal of Education

Design and Implementation of a Micro-Credential Framework at King Mongkut's University of Technology Thonburi (KMUTT), Thailand

2025-05-21T13:50:23+07:00

Micro-credentials are increasingly recognized as a flexible and targeted mechanism for bridging the divide between traditional higher education and evolving workforce demands. This study details the development and implementation of a micro-credential framework at King Mongkut’s University of Technology Thonburi (KMUTT), Thailand, adapted from the Digital Promise model to align with Thailand’s Outcome-Based Education (OBE) principles. Unlike conventional models that emphasize content mastery alone, this framework prioritizes competency-based assessment, real-world skill validation, and collaboration with industry stakeholders. The framework was constructed through a structured, three-phase methodology: (1) Planning, involving a review of global practices to identify transferable components; (2) Development, aligning competencies, assessments, and digital credentialing with KMUTT’s academic infrastructure; and (3) Application, through pilot implementation in four domains—business, technology, education, and science and engineering. Evaluation was conducted using user participation data, and internal quality review processes to assess usability and learner engagement. During the first year of implementation, 24 micro-credentials were developed and launched across the four categories. Platform usage data indicated increasing learner interest alongside challenges in assessment completion, highlighting the need for learner support and clearer communication of credential value. This paper offers a practical and scalable model for integrating micro-credentials into higher education systems, particularly where OBE is present but lacks mechanisms for verifying applied competencies. It further identifies implementation challenges and outlines directions for future research in credentialing and workforce-aligned educational design.

Language Competencies for Thai Teachers in the AI Era

2024-07-15T17:03:02+07:00

This study investigates the essential language competencies required of Thai teachers in an era increasingly shaped by Artificial Intelligence (AI), within the context of Thailand’s bilingual education framework. Employing a mixed-methods approach, the research integrates quantitative data from a survey of 1,350 Thai teachers with qualitative insights from in-depth interviews with 15 educators experienced in applying AI to language instruction. Quantitative findings indicate that 87% of respondents recognize the need for advanced proficiency in both Thai and English, 92% highlight the importance of cultural competence for effective bilingual teaching, and 89% underscore the essential role of digital literacy in utilizing AI tools in education. Qualitative data further revealed a pronounced demand for professional development, with 80% of interviewed teachers identifying a lack of training programs focused on AI integration in language education. The results emphasize the necessity for teacher competencies to evolve beyond conventional linguistic skills, incorporating a robust understanding of AI technologies. The study advocates for the development of comprehensive professional development initiatives that equip educators with a balanced integration of linguistic proficiency, technological competence, and cultural awareness. This comprehensive strategy aims to prepare students for a future where bilingualism and technological fluency are intricately linked, requiring educators to navigate the complexities of teaching in the AI era effectively.

Parental Roles in Facilitating Preschoolers’ English Vocabulary Development Through Kids’ YouTube Channels

2024-08-06T09:21:56+07:00

The introduction of the English language to Indonesian children at an early age aligns with the policy of the Ministry of Education and Culture announced during the 2013 National Education Day commemoration. As a result, English is taught in early childhood education. In today’s digital era, however, preschoolers are also exposed to English through digital platforms. Previous studies have shown that digital media—particularly those incorporating animation and music in digital storytelling—can effectively engage children and foster language learning. This study employed a qualitative approach using a narrative inquiry method to explore the role of parents in supporting their preschool-aged children’s English vocabulary development through Kids’ YouTube channels. Participants included parents with one preschool-aged child. Data was collected through in-depth interviews and observations. The research findings revealed parents recognize the importance of early English learning and play active roles in their children’s language development. Both mothers and fathers contributed to nurturing their child’s growth, as illustrated in the case of “Shaa” (pseudonym), who regularly watched animated content and applied the newly learned vocabulary in daily life. In conclusion, both parents and Kids’ YouTube channels play a significant role in preschoolers’ English vocabulary acquisition. It is recommended that parents carefully select age-appropriate YouTube content, foster meaningful interactions with their children, and actively support their language development.

Efficacy of a Novel Simulation-Based Instructional Model in Enhancing Emergency Nursing Competence Among Nursing Students

2024-10-15T22:32:36+07:00

Emergency nursing education faces persistent challenges in bridging the theory-practice gap, particularly in preparing nursing students for high-stakes clinical situations. Although simulation-based education shows promise, there remains a critical need for evidence-based, comprehensive instructional models that can effectively cultivate and sustain emergency nursing competence. This quasi-experimental study pursued three primary objectives: (1) to develop and validate a novel simulation-based instructional model for emergency nursing education, (2) to evaluate the longitudinal impact of the model on knowledge and skills acquisition at 4, 8, and 12 weeks post-intervention, and (3) to examine the relationship between theoretical understanding and clinical performance throughout the intervention period. Using a one-group pretest-posttest design, 30 fourth-year nursing students at Boromarajonani College of Nursing, Uttaradit, participated in a 12-week intervention. The study employed multiple validated instruments including: (1) a 50-item emergency nursing knowledge assessment (Content Validity Index = 0.87, Cronbach's alpha = 0.85), (2) a structured clinical performance evaluation checklist (Inter-rater reliability ICC = 0.92), and (3) a standardized debriefing tool based on the Promoting Excellence And Reflective Learning in Simulation (PEARLS) framework. The instructional model, grounded in Kolb's (1984) Experiential Learning Theory and Jeffries, Rodgers, and Adamson's (2015) Simulation Framework, comprised three phases: preparation, implementation, and evaluation. An analysis of variance (ANOVA) for repeated measures revealed significant improvements in both knowledge (F(2.14, 62.06) = 1471.929, p < .001, partial η² = .981) and skills (F(2.32, 67.28) = 970.392, p < .001, partial η² = .971) across all time points. Post-hoc analyses indicated sustained learning gains, with the most substantial improvements occurring between baseline and week 4. Correlation analysis indicated a strong positive relationship between knowledge and skills scores (r = 0.72-0.85, p < .001). These findings suggest that the developed simulation-based model significantly enhances and maintains emergency nursing competence, offering a promising instructional approach for nursing education. Future research should investigate long-term retention and the transferability of acquired competencies to clinical practice.

Utilizing Mobile Writing Mentor Text Approach for the Writing Skills Development of Upper Secondary English Program Students

2024-09-16T00:42:36+07:00

Secondary school students encounter difficulties in improving their writing skills. Studies showed that in Thailand, where smartphone usage is widespread and typing has become the dominant mode of communication, mobile technology presents a promising tool for writing development. This study explores the potential of mobile technology to improve the writing skills of Thai upper secondary students. The Mobile Writing Mentor Text Approach (MWMTA), a Mobile-Assisted Language Learning (MALL) method, was employed to enhance students’ writing abilities. This study utilized a quasi-experimental design to implement the Mobile Writing Mentor Text Approach (MWMTA) over a course of three weeks. Students engaged in the writing process through mobile devices, from analyzing mentor texts and organizing ideas to drafting essays. Post-lesson surveys and short interviews were conducted to assess student attitudes. Results of the pre- and post-test analysis of the students’ writing scores indicated an overall improvement in their writing skills, with specific gains in content and organization. Furthermore, students consistently expressed a positive attitude towards mobile devices for their writing tasks. The findings suggest that mobile writing holds promise for enhancing writing skills in English language classrooms in Thailand and warrant further investigation.

How Work and Travel Program Enhance Students’ English Language Proficiency

2024-10-15T22:33:49+07:00

The study delves into the impact of the U.S. Work and Travel (WAT) Program on the English language proficiency of Thai University students, situated within the global prominence of English as a lingua franca. Recognizing the pivotal role of oral communication skills in career advancement—particularly in multinational contexts—the research evaluates the effectiveness of the WAT program, an initiative by the US Department of State promoting international cultural exchange. Adopting a descriptive qualitative case study design, the study assessed students’ speaking performance before and after program participation. Key dimensions such as fluency, vocabulary, grammar, and pronunciation were examined to evaluate proficiency in English as a second language. Data were collected through semi-structured oral interviews and analyzed using qualitative content analysis and rubric-based scoring by three evaluators. Statistical methods were employed using Microsoft Excel. Findings reveal a notable improvement in pronunciation following the WAT experience, while changes in fluency, grammar, and vocabulary were not statistically significant. These results suggest that while cultural immersion may benefit pronunciation, findings related to overall speaking proficiency remain inconclusive. The implications of these results are discussed concerning English language acquisition and the role of experiential learning in international education.

Kindergarten Teachers’ Perception Towards Classroom Action Research: A Case Study of Suksanti School

2024-09-29T08:08:24+07:00

This qualitative research aimed to explore the perceptions of kindergarten teachers at Suk Santi School in Yala Province regarding classroom action research during the 2023 academic year. The study involved nine key informants, all of whom were full-time kindergarten teachers. Data were collected using three methods. First, semi-structured interviews were conducted via telephone, online platforms, and face-to-face meetings, guided by an interview protocol validated by the academic advisor. Second, complete non-participant observation was employed to document teachers' behaviors and responses during the interviews. Third, an analysis of teachers' classroom action research reports was conducted. Data credibility was ensured through member checking; wherein key informants reviewed and confirmed the findings. The data underwent inductive analysis, with responses coded and categorized based on emerging patterns, and the results were presented thematically. The research findings provided valuable insights into the perceptions of kindergarten teachers at Suk Santi School in Yala Province regarding classroom action research. Teachers reported a lack of in-depth knowledge and limited opportunities to deepen their understanding of classroom action research. Its implementation was generally aligned with traditional practices and was viewed primarily as a means to develop research skills. Despite these challenges, teachers acknowledged the value of classroom action research in supporting student development and fostering a sense of professional pride. Simultaneously, they identified heavy workloads and various procedural limitations as significant sources of frustration. In conclusion, the findings indicate that teachers are eager to enhance their classroom action research skills and seek support through targeted training and workshops. Ongoing professional development in this area is seen as beneficial not only for teachers’ growth but also for the tangible development of early childhood learners. Moreover, this study highlights the need for further research to identify effective strategies for strengthening teachers' competencies in conducting classroom action research, thereby maximizing student learning outcomes.