Academic Journal of Mahamakut Buddhist University Roi Et Campus

THE ERA WHEN ARTIFICIAL INTELLIGENCE (AI) IS REPLACING TEACHERS: WHO WILL STAY AND WHO WILL OUT?

Duangporn Dharma — 2025-08-22

This academic article aims to discuss the roles and influences of Artificial Intelligence (AI) that are rapidly transforming the educational landscape, especially in replacing teachers in certain processes such as lesson design, assessment, personalized guidance, as well as the use of intelligent tutoring systems and AI teaching assistants. However, despite the high efficiency and the ability of AI to generate new content from existing data, it still has limitations in terms of ethics, transparency, and risks of replacing human labor. Moreover, AI cannot substitute the role of teachers in nurturing moral values, inspiring students, and fostering lively human interactions between teachers and learners. This article suggests that AI should be perceived as a “tool” to enhance teaching and learning efficiency, not as a complete replacement for humans. The survival of teachers in the AI era depends on adaptability, continuous learning, and critical use of technology with the aim of enhancing the quality of life and humanity of learners in the long term.

TEACHING THAI LANGUAGE BASED ON 21ST CENTURY COMPETENCIES: INNOVATIVE LEARNING FOR DIGITAL CITIZENSHIP

Phra Piyanat Kittisophano (Pansri) — 2026-06-18

This academic article aims to analyze competency-based Thai language teaching approaches in the 21st-century context, focusing on developing innovative learning that promotes quality digital citizenship amidst the challenges of technological changes affecting learners' language use. The article presents five key competencies that must be integrated into Thai language teaching: 1) Learning and Innovation Skills (4C), 2) Information, Media, and Technology (ICT) Literacy, 3) Life and Career Skills, 4) Specific Thai Language Competencies, and 5) Digital Citizenship. The study found that the transition from traditional rote learning to competency-based teaching requires active learning innovations such as problem-based learning (PBL), project-based learning (PjBL), digital technology to enhance learning, and flipped classrooms. These technologies allow learners to practice analytical thinking, fact-checking on social media, and creative and ethical communication. Furthermore, the article presents approaches to creating new forms of language-based work, such as podcasts and infographics, coupled with authentic assessment using rubrics that comprehensively reflect learner competencies. The analysis indicates that. Competency-based Thai language instruction has the potential to develop learners' language skills, and information skills, and digital skills comprehensively. It enables learners to use language to think, communicate, and participate effectively and responsibly in the digital society.

THE DEVELOPMENT OF READING INTERPRETATION BY TEACHING THAI LANGUAGE THROUGH LITERATURE FOR MATHAYOMSUKSA 2 STUDENTS

Sunaree Feepakproe — 2026-06-18

The purposes of this research were 1) compare the reading interpretation by teaching Thai language through literature for Mathayomsuksa 2 students during Pretest and Posttest learning 2) examine students’ satisfaction of teaching Thai language through literature. The sample group was 40 students of Mathayomsuksa 1 in Nong Phai School, Nong Phai District, Phetchabun Province, for academic year 2024. The sample group was collected Simple Random Sampling. The research instruments were the lesson plan of teaching Thai language through literature. The test of reading interpretation by teaching Thai language through literature. A satisfaction assessment form. The data analysis used mean, standard deviation and t-test dependent.

The research results found that: 1) The average score of the results of comparing reading interpretation during Pretest and Posttest learning were 16.10 and 26.45, which posttest score significantly is higher than pretest score at .05 level. 2) The overall satisfied of the result of the test on the student's satisfaction of learning was the high level satisfaction.

DEVELOPMENT OF PRACTICAL GUIDELINES FOR THE ACHIEVEMENT OF EDUCATIONAL QUALITY ASSURANCE BUENGKAN PROVINCE OFFICE OF LEARNING ENCOURAGEMENR

Chompunut Hirikokul — 2026-06-18

This research aimed to 1) study the internal quality assurance conditions of educational institutions under buengkan province office of learning encouragement. 2) Develop implementation guidelines to enhance the effectiveness of educational quality assurance in buengkan province office of learning encouragement. The sample group for the first objective consisted of 36 individuals, including school administrators and teachers responsible for quality assurance. For the second objective, 20 experts also school administrators and responsible teachers were selected. The research instruments included questionnaires and interview forms. Data were analyzed using mean, standard deviation, and content analysis.

The research findings show that 1) quality assurance in schools of buengkan province office of learning encouragement, including in order of higher average, i.e., implementation of the educational management development plan, internal quality assessment according to educational standards, annual report preparation and management, respectively. 2) Implementation guidelines for the achievement of quality assurance within the school found that the meeting should be held to clarify the implementation guidelines for educational development and quality assurance for school personnel to participate in each standard. All personnel are involved in planning, establishing educational quality improvement plans for educational institutions, providing media, equipment, technology to assist personnel operations. all personnel are involved in the preparation of the annual self-evaluation report.

GUIDELINES FOR STRESS MANAGEMENT IN THE WORK OF SCHOOL ADMINISTRATORS UNDER ROI ET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Patcharaporn Pongsart — 2026-06-18

The research aimed were 1) To study stress levels in the work of school administrators 2) To comparison of stress levels in the work of school administrators Classified by Work Experience, and School Size and 3) To develop the guidelines for stress management in the work of school administrators under Roi Et Primary Educational Service Area Office 3. The sample group comprised 139 school administrators. The research instruments included a rating scale questionnaire with an overall reliability coefficient of .897, a structured interview form, and an evaluation form for assessing the appropriateness and feasibility of the proposed approaches. The statistics that used for data analysis were percentage, mean, frequency, standard deviation, Index of Item Objective Congruence, t-test and F - test.

The findings of the research revealed that; 1) The overall stress in the workplace of administrators was in the high level. 2) The levels of the workplace of administrators, classified by work experience and the size of the school in which they work, were found to differ significantly at the 0.05 and 0.01 levels. 3) Guidelines developing stress management of administrators under Roi Et Primary Educational Service Area Office 3 covered 7 elements, 51 guidelines. The evaluation of the suitability and feasibility of stress management guidelines for school administrators under the Roi Et Primary Educational Service Area Office 3 revealed that both were at the highest level.

GUIDELINES FOR DEVELOPING DIGITAL TECHNOLOGY UTILIZATION IN 21st CENTURY LEARNING MANAGEMENT AMONG TEACHERS AT ROMKLAO 2 SCHOOL (UNDER ROYAL INITIATIVE PROJECT) OF UDON THANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Kharawan Saenkaew — 2026-06-18

This research aimed to 1) study the use of digital technology in 21st-century learning management by teachers at Romklao 2 School (Royal Initiative Project), and 2) explore guidelines for developing such digital technology. The study comprised two phases. Phase one surveyed 35 teachers' digital technology usage through a 5-point Likert scale questionnaire, with data analyzed using descriptive statistics. Phase two investigated development guidelines by collecting and content-analyzing feedback from three experts.

The findings of the research revealed that; 1) the overall use of digital technology in learning management was at a high level. 2) Key development guidelines were categorized into four areas: 2.1) Design: Schools should invest in digital infrastructure, provide training on tools and networks, and establish an IT support team. 2.2) Development: Encourage collaboration between teachers and IT specialists to create quality digital media and build a sharing platform. 2.3) Implementation: Support teachers in integrating quality CAI and modern interactive tools, promoting blended learning, and creating online lesson repositories. 2.4) Evaluation: Introduce and train teachers to use online assessment platforms and LMS with automated feedback for efficient and rapid learning evaluation.

A PROGRAM TO STRENGTHEN SELF - DEVELOPMENT COMPETENCIES OF TEACHERS UNDER ROI ET PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Panya Dankhanob — 2025-08-05

The objectives of this research were: 1) to explore the existing situations, desirable situations, and the needs for developing self-development competencies of teachers, and 2) to develop a program to strengthen and enhance the self-development competencies of teachers in a systematic and sustainable way. A mixed methods research design was employed, which was divided into two distinct phases to ensure both breadth and depth of understanding. Phase 1 focused on exploring the current and desirable situations and identifying the priority needs for self-development competency among teachers. The sample group comprised 308 teachers selected using a stratified random sampling technique to ensure representativeness across subgroups. The research instrument was a five-point rating scale questionnaire, with reliability coefficients of 0.974 for the existing situation and 0.970 for the desirable situation, indicating high internal consistency and reliability. Phase 2 involved the development of a competency enhancement program tailored to the findings from Phase 1. The key informants consisted of 5 teachers recognized for excellence in self-development practices and 5 experts who evaluated the developed program. The research instruments used in this phase included a structured interview form to obtain in-depth information and a program evaluation form to assess the quality, propriety, and feasibility of the program. Statistical methods used to analyze the data included mean, standard deviation, and the Modified Priority Needs Index (PNI_modified).

The research results were as follows: 1) The existing self-development competencies of teachers were at a high level, while the desirable situation was at the highest level. Priority needs ranked from highest to lowest were: creating knowledge and innovation, acquiring new knowledge, networking, and knowledge sharing. 2) The developed program was evaluated as highly appropriate and highly feasible by the experts.

THE DEVELOPMENT OF AN ACTIVE LEARNING MANAGEMENT MODEL USING THE DELPDE MODEL IN CONJUNCTION WITH LEARNING ACTIVITY PACKAGE ON BUDDHISM TO PROMOTE MORAL AND ETHICAL SKILLS FOR FIFTH GRADE STUDENTS

Samriang Jankhuang — 2025-09-01

This research aimed to 1) development of an active learning management model using the DELPDE model in conjunction with learning activity package on Buddhism to promote moral and ethical skills for fifth grade students and 2) assess the appropriateness, feasibility, and usefulness of an active learning management model using the DELPDE model in conjunction with learning activity package on Buddhism to promote moral and ethical skills for fifth grade students. This research was a research and development study. The participants were 10 professional educators on developing model, and 5 experts. The instruments used in the study focus group discussion records and assessment of the appropriateness, feasibility and usefulness of the learning model. The basic statistics used for analyzing the collected data were means and standard deviation.

The results revealed that 1) The development of an active learning management model using the DELPDE model in conjunction with learning activity package on Buddhism to promote moral and ethical skills for fifth grade students components included (1) principles, concepts, theories (2) objectives of the model (3) learning management process (4) social system (5) response principles and (6) support system. The learning management process included (1) develop awareness (2) elicitation (3) learning (4) Practicing with instructor guidance (5) Develop intelligence and (6) evaluation. The results of the assessment of the appropriateness, feasibility, and usefulness of the developed learning model are at the highest level. In conclusion, the developed model appropriated to enhance learning for students and was accepted to be developed as a learning tool.

THE GUIDELINES FOR ACADEMIC DEVELOPMENT IN EDUCATIONAL INSTITUTIONS: A CASE STUDY OF BAN RONGNO RONGKHAM KHAMBON SCHOOL UNDER THE OFFICE OF NONG KHAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Nuanchawee Chaitongdee — 2025-09-01

The objectives of this research were to study 1) study the current state, desirable state, and guidelines for academic development at Ban Rongno Rongkham Khambon School; and 2) develop academic administration guidelines for Ban Rongno Rongkham Khambon School. The research was divided into two phases. Phase 1 involved a comprehensive examination of the prevailing conditions, preferred states, and identified needs within the academic administration of Ban Rongno Rongkham Khambon School. A purposive sample of 40 participants was recruited, comprising school administrators, teachers, students, school committee members, and student guardians. Data collection was facilitated through a 5-point Likert scale questionnaire. Statistical analyses, including frequency, percentage, mean, and standard deviation, were employed to interpret the quantitative data. Phase 2 focused on the development of the academic administration guidelines. The primary research instrument for this phase was a structured form designed to elicit expert opinions and constructive suggestions on the draft guidelines. Three subject matter experts served as key informants. Data from this phase underwent content analysis to synthesize qualitative insights.

The research findings revealed that 1) The current state of academic administration was rated at a high level overall, while the desirable state of academic administration was rated at the highest level. The prioritized needs for academic administration, ranked from most to least important, were: assessment and evaluation, teaching and learning management, academic planning, and curriculum development. 2) The developed guidelines for academic development at Ban Rongno Rongkham Khambon School received high ratings for both appropriateness and feasibility. These development guidelines were categorized into four areas, ordered from most to least emphasized: curriculum development, academic planning, teaching and learning management, and assessment and evaluation.

FACTORS AFFECTING ADMINISTRATORS’ CULTURAL LEADERSHIP OF UNIVERSITIES IN CHUXIONG REGION, YUNNAN PROVINCE: A MODERATION EFFECT OF TEACHER CHARACTERISTICS

Chen Tingting — 2025-08-15

The objectives of this study were (1) To study the effect of organizational culture on cultural leadership; (2) To study the effect of work-related on cultural leadership; (3) To study the moderation effect of teacher characteristics on the relationship between organizational culture and cultural leadership; (4) To study the moderation effect of teacher characteristics on the relationship between work-related and cultural leadership. The population was teachers who were full-time teaching and administrative staff in the universities in Chuxiong region in the academic year 2024.The sample was randomly selected by using the proportional stratified random sampling technique, 558 teachers were employed as samples. 5-points Likert scale questionnaires were using as data collection. The descriptive statistics was used for describing the characteristics of samples, and the multi-group SEM was use for hypothesis testing.

The findings revealed that both organizational culture and work-related factors had a significant influence on the administrators’ cultural leadership of universities in the Chuxiong region. However, teacher characteristics did not moderate the relationship between organizational culture and cultural leadership, nor between work-related factors and cultural leadership. Specifically, the effects of organizational culture and work-related factors on cultural leadership were consistent across gender, age, ethnicity, and education level, indicating that there were no significant differences among these demographic groups. According to the above-mentioned significance and problem, the researcher wants to study the relationship between organizational culture and cultural leadership in Chuxiong’s universities to better understand how university presidents can foster inclusivity and institutional success in ethnically diverse regions, given the surprising lack of moderating effects from teacher characteristics and the need for culturally responsive leadership strategies.

DEVELOPING A LEARNER-CENTERED LEARNING MODEL USING ACTIVE LEARNING ACTIVITIES AND TECHNOLOGY TO ENHANCE ACADEMIC ACHIEVEMENT AND ANALYTICAL THINKING SKILLS: A CASE STUDY OF SANGKHOMWITTAYA SCHOOL, NONGKHAI PROVINCE

Pachara Siriruttanaseesakun — 2025-09-29

This research aimed to 1) study the current state and problems of student-centered learning management at Sngkhomwitthaya School, Nong Khai Province, 2) develop a student-centered learning model integrating digital technology and Active Learning activities, and 3) evaluate the effects of the developed model on the academic achievement and critical thinking skills of the sample group. The sample consisted of 200 students in Mathematics and Thai Language subjects selected using a cluster sampling method. The research instruments included a questionnaire on the state and problems of learning, an academic achievement test, a critical thinking skills assessment form, and a learning behavior observation form. All instruments were validated for content validity and reliability. The research was conducted in three phases: studying the current state and problems of learning management, designing and developing the learning model, and implementing and evaluating the model. The developed learning model focuses on participation, critical thinking, problem-solving, and the use of digital technology to support learning.

The research findings revealed the following 1. Current State and Problems The study provided a clear picture of student-centered learning management at Sngkhomwitthaya School. The in-depth data identified weaknesses, such as a lack of modern teaching materials and difficulties in encouraging greater student engagement. This information serves as a crucial foundation for future curriculum improvements and teacher training. 2. Model Development and Evaluation The developed student-centered learning model, which integrates digital technology and Active Learning activities, was found to be effective. After implementing the model, students' academic achievement increased significantly at the .05 statistical level. The average scores in Mathematics increased from 65.40 to 78.70, and in Thai Language, they increased from 68.20 to 81.50. 3. An evaluation of the implemented learning management model on students' academic achievement and analytical thinking skills revealed that the developed model enables teachers to effectively engage students and enhances instructional efficiency, particularly in teaching complex content.

THE DEVELOPMENT OF BASIC LEARNING MEDIA FOR ISAN FOLK MUSIC INSTRUMENTS FOR SUSTAINABLE

Yothin Phonkhet — 2026-03-30

This research aimed to: (1) investigate the body of knowledge related to learning media for Isan folk music, (2) develop fundamental learning media for Isan folk music instruments to promote sustainable learning, and (3) examine students’ attitudes toward the developed learning media. The sample group was selected using purposive sampling and consisted of first-year undergraduate students majoring in folk music within the music education program at Roi Et College of Dramatic Arts. The research instruments included: fundamental Isan music instrument learning media, a structured interview form for experts, an achievement test, a learning media quality assessment form, an attitude questionnaire, and a practical performance assessment in Isan traditional music.

The data were analyzed using percentage, mean, standard deviation, and qualitative analysis. The results revealed that: (1) the body of knowledge regarding Isan folk music learning media has been continuously improved to enhance accessibility for learners, evolving from numerical notation and “Do-Re-Mi” notation systems into more comprehensive instructional materials; (2) the developed learning media achieved an efficiency of 86.50/88.20, meeting the established criteria, and students’ post-learning achievement scores were significantly higher than their pre-learning scores at the .05 level; and (3) students’ attitudes toward the learning media were at a high level, with an overall mean score of 4.42.

THE LEADERSHIP BEHAVIOR OF SCHOOL ADMINISTRATORS AFFECTING THE PERFORMANCE MOTIVATION OF TEACHERS IN SCHOOLS UNDER THE NAKHON PHANOM SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Punyanut Choosen — 2026-03-30

This research aimed to 1) study and compare the leadership behavior of school administrators under the Nakhon Phanom Secondary Educational Service Area Office, classified by status and school size, 2) study and compare the performance motivation of teachers in secondary schools under the same office, classified by status and school size, 3) examine the relationship between the leadership behavior of school administrators affecting performance motivation of teachers, and 4) examine the relationship between the leadership behavior of school administrators affecting teachers’ performance motivation. The sample consisted of 223 school administrators and teachers from the Nakhon Phanom Secondary Educational Service Area Office. The instruments used for data collection consisted of two questionnaires: 1) A questionnaire on the leadership behavior of school administrators, with a reliability value of .94. 2) A questionnaire on teachers’ performance motivation, with a reliability value of .96. The statistics used for data analysis included frequency, percentage, mean, and standard deviation. Hypothesis testing was conducted using independent samples t-tests and
one-way analysis of variance (ANOVA).

The research findings revealed that: 1) The overall leadership behavior of school administrators was at the highest level. 2) The overall performance motivation of teachers was at a high level. 3) The behavioral leadership of school administrators and teachers’ performance motivation showed a high positive correlation, which was statistically significant at the .01 level. 4) Four leadership behavior variables of school administrators affected teachers’ performance motivation in schools under the Nakhon Phanom Secondary Educational Service Area Office: middle-of-the-road leadership, laissez-faire leadership, relationship-oriented leadership, and team leadership. These variables jointly explained 76 percent of the variance in teachers’ performance motivation.

THE STUDY OF BOARD GAMES ON NUMERACY SKILLS IN STUDENTS WITH SPECIAL NEEDS FOR LOWER SECONDARY STUDENTS

Apinya Khaegajang — 2026-02-11

The purposes of this study were: (1) to examine the effects of using board game–based instructional media on the computational thinking skills of lower secondary school students with intellectual disabilities at Srinakharinwirot University Demonstration School, Prasarnmit (Secondary Division) and (2) to compare the computational thinking skills of students with intellectual disabilities at the lower secondary level before and after the implementation of the board game instructional media. This study employed an experimental research design, specifically a one-group pretest–posttest design. The research sample consisted of five lower secondary school students with intellectual disabilities, selected through purposive sampling. The research instruments included: (1) board game–based instructional media developed by the researcher to enhance computational thinking skills; and (2) a computational thinking skills test administered before and after the use of the board game instructional media. Data were analyzed using basic descriptive statistics, including mean and standard deviation, as well as a t-test for comparing pretest and posttest scores. This study employed an experimental research design, specifically a one-group pretest–posttest design. The sample consisted of five lower secondary students with intellectual disabilities, selected through purposive sampling. The research instruments included (1) a board game designed by the researcher to enhance computational thinking skills, and (2) a computational thinking skill test administered before and after the board game intervention. Data were analyzed using basic statistics: mean, standard deviation, and t-test.

The research findings revealed that before using the board game, students had an average computational thinking score of 7.6, which was at a fair level. After the intervention, the average score increased to 13.6, which was at a good level. The posttest scores were significantly higher than the pretest scores at the .05 level of significance, indicating that the use of board game-based instructional media effectively improved the students’ computational thinking skills. In conclusion, the use of board game-based instructional media enhanced students’ fundamental mathematical skills essential for daily life, promoted logical thinking, problem-solving, and social interaction, and enabled them to apply their knowledge meaningfully in real-life situations.

THE DEVELOPMENT OF LEARNING ACHIEVEMENT ON DUTIES AND BUDDHIST ETIQUETTE THROUGH PROBLEM-BASED LEARNING COMBINED WITH INQUIRY-BASED LEARNING FOR GRADE 11 STUDENTS AT SINGBURI SCHOOL

Veeravit Boonsong — 2026-06-18

Buddhist Studies in secondary schools aims to promote moral reasoning, cultural understanding, and civic responsibility among students. However, conventional teacher-centered instruction limits student participation, lacks development of critical thinking and problem-solving skills, results in decreased long-term achievement, and prevents students from effectively applying knowledge to daily life. This study aimed to 1) compare learning achievement before and after using Problem-Based Learning combined with Inquiry-Based Learning techniques, and 2) examine student satisfaction after using these teaching techniques. The sample consisted of 37 Grade 11 students at Singburi School during the first semester of the 2025 academic year, selected through cluster random sampling using classrooms as sampling units. The research employed a quasi-experimental design with a one-group pretest-posttest design. The research instruments included 13 lesson plans, a 30-item multiple-choice achievement test, and an 18-item satisfaction questionnaire. All instruments were validated by experts and demonstrated appropriate reliability. Data were analyzed using mean, standard deviation, and dependent t-test.

The findings revealed that 1) post-test achievement scores were significantly higher than pre-test scores at the .000 level of significance, indicating that students gained a clear understanding of duties and Buddhist etiquette. Additionally, 2) students expressed overall satisfaction with the learning activities at the highest level, particularly regarding the variety of learning activities that genuinely promoted student participation. The study concludes that learner-centered instruction integrating Problem-Based Learning with Inquiry-Based Learning can effectively enhance learning outcomes and foster positive attitudes toward Buddhist education.