Human Behavior, Development and Society

Factors Influencing the Acceptance and Application of Artificial Intelligence Technologies among University Lecturers in Thailand

Netdao Luangyai — 2026-09-24

Aim/Purpose: The primary objective of this study was to examine the factors that influence the acceptance and practical application of Artificial Intelligence (AI) technologies among university lecturers in Thailand. By adopting the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as the analytical framework, the study sought to identify how individual perceptions, motivational factors, social influences, and institutional conditions jointly shape lecturers’ behavioral intention to use AI and their actual usage behavior. The findings are expected to provide empirical insights that support strategic planning for sustainable AI integration in higher education.

Introduction/Background: Artificial Intelligence has increasingly emerged as a transformative force in higher education, reshaping instructional practices, research processes, and academic administration. AI-driven applications such as adaptive learning systems, intelligent tutoring, automated assessment, and learning analytics have expanded the potential for personalized and data-informed education. In Thailand, national development agendas, particularly Thailand 4.0 and the National Artificial Intelligence Strategy (2022–2027), have emphasized the importance of AI adoption to enhance workforce competencies and educational quality. Within this policy context, university lecturers play a critical role as key agents who translate technological initiatives into classroom practice and institutional outcomes. However, the successful integration of AI in higher education depends not solely on technological availability but primarily on lecturers’ acceptance, readiness, and the support structures provided by institutions. Understanding the psychological and organizational factors that influence lecturers’ decisions to adopt AI is therefore essential for effective policy implementation and institutional management.

Methodology: In this study, a quantitative research approach was employed using a cross-sectional survey design. The target population consisted of full-time lecturers employed at public and private universities across Thailand. A total of 400 respondents were selected through stratified random sampling to ensure representation across institution types and academic disciplines. Data were collected using a structured online questionnaire developed from established UTAUT2 measurement scales and adapted to the context of AI usage in higher education. The instrument underwent expert validation and reliability testing prior to data collection. Descriptive statistics were used to summarize respondent characteristics and variable levels. In contrast, multiple regression analysis was used to examine the relationships between the independent variables—Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Hedonic Motivation, Pprice Value, and Habit—and the dependent variables—Behavioral Intention and Use Behavior.

Findings: The results indicated that university lecturers in Thailand generally reported high levels of intention to use AI technologies and moderate to high levels of actual usage. Regression analysis revealed that Performance Expectancy, Hedonic Motivation, Social Influence, and Habit had a statistically significant positive influence on Behavioral Intention to adopt AI. Together, these factors explained 61.2% of the variance in behavioral intention. In contrast, Effort Expectancy and Price Value did not demonstrate a significant effect on intention in this context. Regarding actual use behavior, Behavioral Intention emerged as the strongest predictor, followed by Facilitating Conditions and Habit. These variables collectively explained 48.7% of the variance in AI use behavior. The findings suggest that lecturers are more likely to adopt AI when they perceive clear professional benefits, derive enjoyment from using AI tools, experience supportive social norms, and have prior experience with digital technologies. At the same time, institutional support plays a crucial role in enabling sustained application.

Contribution/Impact on Society: This study contributes to the academic literature by empirically validating the UTAUT2 model within the context of Thai higher education and AI adoption. It highlights the importance of both utilitarian and intrinsic motivational factors, demonstrating that lecturers value enjoyment and perceived usefulness more strongly than ease of use. The findings have practical implications for policymakers and university administrators by emphasizing that AI adoption strategies should move beyond basic technology provision to foster engaging, supportive, and habit-forming environments that encourage long-term use.

Recommendations: Higher education institutions should prioritize communication strategies that clearly demonstrate the practical benefits of AI for teaching, research, and administrative tasks in order to enhance performance expectancy. In addition, universities should design engaging professional development activities—such as hands-on workshops, innovation labs, and collaborative experimentation—to stimulate hedonic motivation. Adequate technical infrastructure, training opportunities, and ongoing support services should also be ensured to strengthen facilitating conditions and enable lecturers to translate intention into actual use.

Research Limitations: This study was subject to several limitations. The cross-sectional design restricted the ability to capture changes in lecturers’ attitudes and behaviors over time. Furthermore, reliance on an online survey may have limited participation by lecturers with lower levels of digital proficiency, potentially affecting the generalizability of the findings.

Future Research: Future studies should adopt longitudinal research designs to examine the evolution of AI adoption behavior over time. Incorporating qualitative methods, such as interviews or focus groups, would also provide deeper insights into lecturers’ concerns, expectations, and contextual challenges related to AI usage. Comparative studies across academic disciplines or institutional types are recommended to refine the understanding of AI adoption dynamics in higher education.

Green Human Resource Management and Employee Green Work Behavior: The Mediating Roles of Green Work Engagement and Green Psychological Climate in Chinese Higher Education Institutions

Fei Lu — 2026-09-24

Aim/Purpose: Amid mounting environmental challenges, such as climate change, resource depletion, and ecological degradation, organizations are increasingly emphasizing sustainable operations. Within this paradigm, Green Human Resource Management (GHRM) has emerged as a strategic tool to cultivate employees’ environmental awareness and promote pro-environmental behaviors. This research aimed to examine the influence of GHRM initiatives on employees’ green work behaviors, including both mandatory in-role and voluntary extra-role behaviors, within the context of Chinese higher education institutions (HEIs). Moreover, it investigated the mediation effects of Green Work Engagement (GWE) and Green Psychological Climate (GPC) in converting GHRM policies into workplace sustainability outcomes.

Introduction/Background: Sustainability has become a critical consideration in organizational strategy, requiring HRM practices to integrate environmentally responsible principles. Previous research has indicated that green human resource management (GHRM) can shape employee attitudes, awareness, and behaviors toward environmental responsibility, thereby supporting organizational sustainability objectives. Employee green behaviors, including task-specific and voluntary eco-friendly actions, are essential for achieving sustainability performance. GHRM facilitates these outcomes through green recruitment, training, performance evaluation, and reward systems that foster an environmentally focused organizational culture. Green work engagement (GWE) further mediates this process by reflecting employees’ psychological commitment, energy, and absorption in environmental activities. Higher education institutions (HEIs), as knowledge-intensive organizations, are uniquely positioned to promote sustainability through academic instruction and environmentally conscious management practices. In China, HEIs play a strategic role in advancing sustainability in line with national carbon neutrality goals and educational policies. However, the mechanisms through which GHRM translates these into green behaviors, particularly the roles of GWE and green psychological climate (GPC), remain underexplored, highlighting the need for this research.

Methodology: Data were gathered from academic and administrative personnel at higher education institutions in Shenyang, China, selected due to their industrial history and ongoing environmental initiatives. A minimum sample of 399 was determined using Yamane’s formula (1973), and 420 valid responses were obtained through an online questionnaire distributed via email and WeChat. Measurement scales were adapted from prior studies: GHRM (Dumont et al., 2017), GWE (Schaufeli et al., 2006), GPC (Norton et al., 2014), and green work behavior (Bissing-Olson et al., 2013). The survey instrument underwent translation and back-translation to ensure linguistic accuracy. Statistical analyses included assessments of normality, reliability, validity, multicollinearity, and common method bias, followed by structural equation modeling and mediation analysis using SPSS and AMOS. Control variables such as gender, age, and educational background were included to account for potential influences on green work behaviors.

Findings: The results indicated significant positive relationships between GHRM and both in-role and extra-role green behaviors, supporting the theoretical underpinnings of Social Exchange Theory (SET), which postulates that employees reciprocate organizational commitment with engagement in sustainability initiatives. GHRM also positively influenced GWE, consistent with the Job Demands-Resources (JDR) model, indicating that green HR practices serve as motivational resources enhancing employee engagement in sustainability-related tasks. Moreover, GWE was found to mediate the relationship between GHRM and green behaviors, suggesting that employee engagement plays a critical role in translating HR-driven environmental strategies into both mandatory and discretionary eco-friendly workplace actions. However, GPC did not demonstrate a significant mediating effect, suggesting that employees’ perceptions of an organization’s sustainability climate alone may not be sufficient to drive green behaviors without associated structural and managerial support.

Contribution/Impact on Society: This research extends the GHRM literature by simultaneously examining both in-role and extra-role green behaviors, incorporating dual mediators, GWE and GPC, within the underexplored context of Chinese HEIs. The study provides theoretical insights by integrating SET, JDR, Broaden-and-Build Theory, and Social Cognitive Theory to explain the processes linking GHRM to employee green behaviors. Practically, the findings inform HEI management on effective strategies to cultivate sustainable workplace practices. By implementing sustainability into HR policies, institutions can enhance employee participation in eco-friendly initiatives, thereby improving institutional environmental performance and promoting broader societal sustainability outcomes.

Recommendations: HEIs should integrate GHRM into their core HR policies by implementing green recruitment, sustainability training, performance evaluation, and incentive schemes to foster both mandatory and voluntary green behaviors. Institutions should cultivate a culture that promotes GWE through collaborative spaces, recognition of sustainability initiatives, and participatory decision-making. Partnerships with government and industry can support knowledge sharing and sustainability innovation. Behavioral nudges, such as environmental reminders and infrastructure adjustments, can reinforce engagement while reducing ecological footprints. Continuous monitoring of GHRM initiatives, together with green infrastructure investments, can ensure employees are psychologically motivated and practically equipped to engage in sustainable actions.

Research Limitations: The research was limited by self-reported data, the focus on a single Chinese city, and a cross-sectional design, which constrain generalizability and causal inference. Only two mediating variables were examined, and findings were confined to HEIs in China, limiting applicability to other sectors and cultural contexts.

Future Research: Future studies should employ longitudinal designs, multiple data sources, and cross-cultural comparisons to enhance validity and generalizability. Additional mediators and moderators, such as individual green values, leadership styles, and organizational culture, should be investigated. Research should also extend beyond HEIs to explore industry-specific issues and opportunities in implementing GHRM measures, thereby contributing to a more comprehensive knowledge of sustainability strategies across diverse organizational contexts.

Examining the Role of Industry Partnerships, Competencies, and Career Services in Shaping Graduate Employability and Employer Satisfaction

Sunida Piriyapada — 2026-09-24

Aim/Purpose: This study examined the roles of curriculum relevance, work-based education, industry partnerships, career services, skills, and digital competencies in shaping graduate employability outcomes and employer satisfaction within the Thai higher education context. Drawing on employer perspectives and institutional practices, the study explored how higher education institutions can better prepare graduates for evolving labor market demands. It examined the extent to which these institutional factors contribute to workplace readiness, career success, and employer perceptions of graduate performance. By integrating evidence from international literature and the Thai context, the study provides a comprehensive framework for understanding the drivers of employability and offers insights for strengthening workforce development and sustainable economic competitiveness.

Methodology: In this study, a quantitative cross-sectional research design was employed. Data were collected through a structured questionnaire administered to 200 employers and industry supervisors with direct experience hiring, supervising, or evaluating graduates. Participants were selected using purposive and snowball sampling to ensure relevant expertise, followed by snowball sampling to broaden industry representation. The survey instrument was adapted from established employability and work-based education frameworks and measured seven constructs using a five-point Likert scale. Before full deployment, the instrument was pilot tested with 50 employers to assess clarity, reliability, and content validity. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate the measurement and structural models. Reliability and validity were assessed using Cronbach’s alpha, composite reliability, factor loadings, average variance extracted, and discriminant validity measures, ensuring the robustness of the findings.

Findings: The findings demonstrated that graduate employability outcomes were the central determinant of employer satisfaction, exerting a strong positive effect (β = .672, p < .001) and explaining 45.1% of the variance, indicating that employers prioritized graduates’ work readiness, performance capability, and practical competencies over institutional reputation. Among institutional factors, career services (β = .281, p = .017) and graduate skills and competencies (β = .269, p = .008) were the strongest predictors of employability outcomes, underscoring the critical role of structured career guidance, employability coaching, and competency-based skill development in facilitating effective school-to-work transitions. Industry partnerships (β = .256, p = .001) and work-based education (β = .113, p = .013) also significantly enhanced employability by aligning graduate capabilities with labor market needs through employer engagement, internships, cooperative education, and applied learning opportunities. In contrast, curriculum design showed no significant direct effect on employability outcomes (β = .040, p = .662), suggesting that formal curricula alone are insufficient without experiential learning and career support mechanisms. Overall, the model demonstrated strong reliability, validity, and explanatory power, explaining 74.6% of the variance in employability outcomes and confirming the robustness of the selected institutional determinants.

Contribution/Impact on Society: This study contributes to the graduate employability literature by examining relationships among industry partnerships, skills and competencies, work-based education, career services, employability outcomes, and employer satisfaction within the Thai higher education context. The findings indicate that career services, skills and competencies, industry partnerships, and work-based education are positively associated with employability outcomes, while curriculum design does not demonstrate a significant direct effect. The study also found that employability outcomes were positively associated with employer satisfaction. These findings provide empirical evidence that may inform higher education institutions and policymakers in designing strategies to strengthen the alignment between educational provision and labor market expectations.

Recommendations: To enhance graduate employability and employer satisfaction, higher education institutions should strengthen industry partnerships through expanded internships, cooperative education, and employer-led projects to better align with labor market needs. Institutions should also enhance both technical and transversal skills development, including digital literacy, critical thinking, communication, and adaptability through competency-based curricula. Work-based education should be systematically embedded into academic programs to provide sustained experiential learning and industry exposure. In addition, career services should be modernized through digital platforms, AI-enabled tools, and personalized mentoring to support career planning and job placement. Finally, structured mechanisms for employer feedback should be integrated into curriculum design and quality assurance processes to ensure continuous improvement and labor market responsiveness. Collectively, these strategies require coordinated action among universities, employers, and policymakers to strengthen the education-to-employment pathway.

Research Limitation: This study was limited by its focus on a restricted number of higher education institutions and industries in Thailand, which may constrain the generalizability of findings. The reliance on self-reported employer data may have introduced common method, social desirability, or perceptual biases. In addition, the study examined a defined set of institutional factors, while excluding broader contextual influences such as organizational culture, governance structures, labor market conditions, and policy environments. Finally, the cross-sectional design limited its ability to capture changes in employability outcomes over time.

Future Research: Future studies should employ longitudinal or mixed method approaches to capture changes in employability outcomes and employer satisfaction over time. Expanding the scope to include multiple institutions, industries, and contextual variables such as organizational culture and national policy frameworks would further enhance understanding.

The Impact of 7Ps on Customer Satisfaction and Customer Loyalty: The Case of Cosmetics Customers in Bangkok

Thanut Wong — 2026-09-24

Aim/Purpose: This study addressed the intensifying competition faced by Thai cosmetics retailers from price-driven online platforms with variable product reliability. It examined how service quality, trust, store atmosphere, location, pricing, and promotion influence customer satisfaction and loyalty, informing strategies for sustaining competitive advantage in Thailand’s cosmetics retail sector.

Introduction/Background: This study examined how the 7Ps marketing mix influences customer satisfaction and customer loyalty in Thailand’s cosmetics retail sector, with satisfaction serving as a mediating mechanism. In the context of sustained industry growth and increasing competition from e-commerce and omnichannel platforms, understanding how product quality, service delivery, store environment, accessibility, and value perception shape satisfaction and loyalty is critical for sustaining competitive advantage.

Methodology: This study utilized a quantitative, cross-sectional survey design to empirically test the impact of the 7Ps marketing mix on customer satisfaction and customer loyalty. Data were collected from walk-in customers at Casual Beauty, a boutique cosmetics retailer in suburban Bangkok, using structured, self-administered questionnaires, with the sample size determined by Cochran’s (1977) formula. The instrument applied Likert-scale measures, and data were analyzed using SPSS through descriptive statistics, reliability testing (Cronbach’s alpha), correlation analysis, multicollinearity assessment (VIF), Heterotrait-Monotrait Ratio (HTMT), Fornell-Larcker criterion, and multiple regression analysis, including mediation testing based on the approach of Baron and Kenny (1986).

Findings: The 7Ps marketing mix and customer satisfaction significantly influenced customer loyalty in the cosmetics retail context, with customer satisfaction serving as a mediating mechanism. The measurement scale demonstrated high reliability; no multicollinearity was found. Customer satisfaction exhibited a strong positive effect on loyalty. Among the 7Ps, product quality emerged as the most influential determinant of customer satisfaction, while price and process were not significant predictors. Direct effects revealed that price, promotion, and physical evidence significantly influenced customer loyalty. Overall, the results underscored customer satisfaction as the primary pathway through which marketing mix strategies translated into sustained customer loyalty.

Contribution/Impact on Society: These findings contribute to the marketing and retail literature by empirically demonstrating the central mediating role of customer satisfaction in translating the 7Ps marketing mix into sustained customer loyalty. The findings provide practical guidance for retail managers to prioritize product quality, store atmosphere, staff competence, accessibility, and targeted promotional and pricing strategies in strengthening long-term customer relationships. Additionally, the results highlight societal relevance by reinforcing consumer trust through product safety, transparent pricing, and service standards, while supporting policymakers in enhancing retail competitiveness and consumer protection.

Recommendations: The empirical findings suggest that cosmetics retailers should adopt an integrated marketing approach that prioritizes product quality, store atmosphere, and staff competence, while strategically leveraging pricing and promotions to reinforce customer loyalty. Aligning operational processes and omnichannel accessibility with customer satisfaction may further strengthen long-term competitive positioning.

Research Limitations: This research was subject to several limitations. The use of non-probability convenience sampling and data collection from a single cosmetics retailer may have limited its generalizability. The cross-sectional design restricted the ability to establish causal relationships among the variables, and potential moderating effects such as demographic factors were not accounted for.

Future Research: Future research should employ probability-based sampling and collect data from multiple retail locations to enhance generalizability. Longitudinal research designs are recommended to better capture stronger causal relationships, although future studies should examine the moderating effects of demographic factors and expand the framework across diverse retail contexts.

STEAM Education and Sustainable Development in Thailand: Achievements, Challenges, and Future Directions

Atchara Limwongthong — 2026-09-24

Aim/Purpose: The purpose of this paper was to provide a clearer and more comprehensive understanding of how Science, Technology, Engineering, Arts, and Mathematics (STEAM) education in Thailand supports the United Nations (UN) Sustainable Development Goals. Although STEAM has gained national attention for promoting interdisciplinary learning and 21^st century skills, challenges remain, including uneven regional implementation, limited arts integration, and weak alignment with sustainability frameworks. This study aimed to examine current progress, identify implementation barriers, and determine conditions that can strengthen STEAM education’s contribution to sustainable development in Thailand.

Introduction/Background: This paper addresses the challenges described above by investigating how STEAM education policies and practices across Thailand correspond to UN Sustainable Development Goals. The study evaluated the extent to which educators perceive progress in policy formulation, the method and depth of sustainability integration, and the role of interdisciplinary learning in fostering the skills needed to respond to environmental and social issues. By situating the analysis within Thailand’s diverse institutional and regional contexts, the study sheds light on variations that shape STEAM implementation. These variations, which include differences in resource access, professional development, leadership support, and curriculum interpretation, create conditions that influence both equity and effectiveness. Understanding these dynamics is essential for refining national policy strategies and developing interventions that can strengthen STEAM education nationwide.

Methodology: In this study, a sequential explanatory mixed methods design was employed to examine the relationship between STEAM education and sustainable development in Thailand. Quantitative data were collected through structured surveys from a sample of 387 educators across a range of educational institutions, representing different instructional levels and geographical regions nationwide. The survey covered perceptions of policy clarity, institutional readiness, resource availability, the integration of arts components, and the use of sustainability-oriented frameworks. Following this phase, qualitative data were gathered through semi-structured interviews with 42 participants selected to represent diverse institutional settings. These interviews provided nuanced insights into local experiences, contextual challenges, variations in regional support systems, and the influence of socio-cultural conditions on STEAM practices. The combination of quantitative and qualitative approaches allowed for a deep understanding of measurable trends while also capturing the lived experiences and interpretations of educators. This methodological structure ensured that numerical findings were supported by contextual explanations, strengthening the overall validity and interpretive depth of the study.

Findings: The findings reveal several important outcomes. First, STEAM-related policy development in Thailand is showing forward movement, with increased attention to interdisciplinary learning and recognition of sustainability as an important educational theme. Despite this progress, significant discrepancies remain across institutions and regions. These include uneven distribution of resources, inconsistent administrative support, and varying levels of teacher preparedness. The second major finding is that environmental sustainability dimensions are relatively well integrated into STEAM activities, partly due to national focus on ecological awareness. However, the arts component is often incorporated inconsistently or superficially, preventing STEAM from functioning as a fully holistic interdisciplinary model. Another finding is that policies, lesson plans, and instructional practices generally lack explicit references to formal sustainability frameworks, including the UN Sustainable Development Goals. Finally, the study confirms that STEAM learning environments, when supported with sufficient resources and appropriately designed curricular structures, have strong potential to foster critical thinking, creativity, collaboration, and environmental awareness among students, all of which are essential to sustainable development.

Contribution/Impact on Society: This study contributes significantly to academic discourse on STEAM education in Southeast Asia by providing empirical evidence grounded in Thailand’s unique socio-cultural and institutional environment. It reveals structural, pedagogical, and regional factors that influence the success of STEAM initiatives and clarifies how well these initiatives align with the Sustainable Development Goals. The findings demonstrate that improving STEAM education can strengthen workforce readiness, enhance environmental responsibility, and support interdisciplinary problem-solving. These implications extend beyond the educational sector, as a strong STEAM foundation can help prepare future generations to navigate social, economic, and environmental challenges in a rapidly changing world. Policymakers, educators, school leaders, and curriculum developers can all benefit from the insights offered by this study.

Recommendations: This research highlights the need to strengthen the integration of arts components in STEAM programs to ensure the framework achieves its full interdisciplinary potential. Additional emphasis should be placed on reducing regional disparities by increasing institutional support, expanding professional development opportunities, and improving resource distribution. Policymakers should clearly embed Sustainable Development Goal elements into curriculum documents, teacher training programs, and instructional guidelines to enhance strategic alignment. Furthermore, investments should focus on teacher preparation, collaborative networks, community engagement, and leadership development to reinforce sustainable and effective STEAM implementation across Thailand.

Research Limitations: The study had several limitations. It focused exclusively on educators within Thailand, limiting the generalizability of findings to other countries. Institutional variation across regions may also have created inconsistencies in participants' responses. Additionally, the study relied on self-reported data, which can be influenced by personal perception, subjective interpretation, and limited recall, potentially affecting the accuracy of results. The cross-sectional nature of the data also restricts conclusions about long-term outcomes.

Future Research: The long-term effects of STEAM education on student development, especially in areas such as creativity, problem-solving, and sustainability awareness, warrant further investigation. Comparative studies across ASEAN countries could provide insight into different policy models and implementation frameworks. Further research should also investigate effective strategies for arts integration, the influence of school leadership on STEAM outcomes, and the role of digital tools in enhancing STEAM-aligned sustainability education.

Policy-Driven Workforce Development and Integrated Skills as Predictors of Workforce Readiness in Thailand’s Digital Economy

Kanasin Tunsakul — 2026-09-24

Aim/Purpose: This study aimed to examine how perceived policy‑driven workforce development initiatives enacted under the Thailand 4.0 national framework influence university students’ employability‑related skill development and their subsequent readiness to enter the labor market. Specifically, the research investigated the extent to which Policy and Workforce Development Initiatives (PWDI) contribute to students’ English Proficiency (EP), Digital and Technical Skills (DTS), and Soft Skills and Higher‑Order Thinking Skills (SHS), along with how these three skill domains shape overall Labor‑Market Readiness (LMR). Grounded in human capital and employability theories, workforce readiness is conceptualized as the result of integrated skills. By developing and validating a structural model grounded in current regional skill demands, this study provided empirical evidence on how policy initiatives translate into integrated skill outcomes among undergraduate learners.

Introduction/Background: Across Southeast Asia, economies are undergoing rapid transformation driven by Industry 4.0 and 5.0 technologies, automation, and global connectivity. Thailand’s response to these shifts is captured in the Thailand 4.0 strategy, which emphasizes human capital development, digital transformation, and innovation capacity. Despite these policy efforts, labor‑market reports consistently highlight persistent skills gaps, particularly in English communication, digital literacy, and higher‑order cognitive abilities. Employers increasingly seek graduates who can operate in multilingual, technology‑mediated environments and who possess the adaptability, communication competence, and problem‑solving abilities required for dynamic workplaces. However, universities face ongoing challenges in aligning their curricula with rapidly changing workforce needs. Within this context, understanding the mechanisms through which policy initiatives influence skill development is essential. This research contributes to that understanding by modeling the direct pathways through which PWDI affect three core skill domains and, in turn, labor‑market readiness among undergraduate students.

Methodology: A quantitative, cross‑sectional design was employed using data from 390 undergraduate students enrolled in seven academic programs at Bangkok University, Thailand. Data were collected through a structured questionnaire distributed via QR codes during class sessions. Each construct—PWDI, EP, DTS, SHS, and LMR—was measured using four validated items rated on a five‑point Likert scale. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were conducted to evaluate the measurement and structural models. The CFA indicated excellent fit across all indicators (CMIN/DF = 1.283, GFI = .950, RMSEA = .027, CFI = .996), demonstrating strong construct validity. The structural model also exhibited robust fit (CMIN/DF = 1.280, GFI = .949, RMSEA = .027, CFI = .996). All six hypothesized paths were tested using standardized regression weights, critical ratios, and significance levels.

Findings: The findings confirmed that PWDI significantly and positively influenced each of the three skill domains. The strongest effect was observed on Digital and Technical Skills (β = .696), followed by Soft Skills and Higher‑Order Thinking Skills (β = .680), and English Proficiency (β = .656). These results highlighted the importance of policy mechanisms, such as work‑integrated learning, micro‑credentials, curriculum modernization, and teacher upskilling, in shaping student competencies across multiple domains. In turn, each skill domain demonstrated a significant positive effect on Labor‑Market Readiness. While all three skills contributed meaningfully, SHS displayed the strongest influence on LMR (β = .369), followed by EP (β = .333) and DTS (β = .299). This suggests that soft skills and higher-order thinking skills help translate competencies into perceived workforce readiness. The model showed substantial explanatory power, with PWDI explaining 43.1% of the variance in EP, 48.4% in DTS, and 46.3% in SHS. Overall, the findings indicated that policy initiatives improve workplace-relevant skills, which in turn enhance students’ perceived readiness for the labor market.

Contribution/Impact on Society: This study advances regional understanding of how educational policy, institutional initiatives, and curriculum reforms shape graduate employability in the context of digital transformation. The findings provide evidence that policy efforts under Thailand 4.0 can substantially enhance students’ skill development when effectively implemented at the university level. From a societal perspective, the findings reinforce the need for coordinated systems that align education with dynamic labor‑market needs. The study also highlights the importance of integrated skill development in preparing graduates for the digital economy. It shows that skill development is not only a pedagogical concern, but also a policy priority with implications for economic competitiveness, social mobility, and workforce equity.

Recommendations: The findings underscore the importance of embedding authentic, workplace‑aligned learning opportunities across disciplines. Universities should prioritize the integration of English‑medium communication tasks, digital‑tool proficiency, and problem‑based learning within regular coursework. Policymakers should continue strengthening industry partnerships, investing in teacher training, and designing scalable micro‑credential pathways that address emerging skill demands. Employers may also benefit from closer collaboration with universities to co‑develop experiential learning opportunities and performance‑based assessments that mirror real-world expectations.

Research Limitations: This study was limited by its reliance on a single institutional context, which may constrain generalizability. The use of self‑report measures introduces potential perceptual bias, and the cross‑sectional design restricts the ability to infer long‑term skill development trajectories or causal pathways. Perceptual measures of policy exposure and readiness may inflate observed relationships among variables. Future studies should incorporate multi-institutional samples, longitudinal tracking, and triangulated data sources, including employer evaluations and performance‑based assessments.

Future Research: Future investigations may explore moderating variables such as program type, digital access, socioeconomic background, or prior work experience to understand variation in skill development outcomes. Comparative studies across ASEAN countries would also provide insight into differences in regional policy implementation. Additionally, mixed‑method approaches, combining surveys with interviews, classroom observations, or learning analytics, could offer deeper insights into how policy initiatives are enacted at the instructional level and how students experience skill development over time.

Examining the Effects of Social Influences, Character Appeal, and Emotional Fulfillment on Collector Commitment and Brand Loyalty Among Thai Generation Z Consumers

Oran Lertsaknarin — 2026-09-24

Aim/Purpose: This study examined how social influences, character appeal, and emotional fulfillment collectively shape individuals’ commitment to brand loyalty in Art Toys. Social influences strengthen brand perception through peer interactions and community engagement, while character appeal enhances trust by presenting a relatable and credible brand identity. Emotional fulfillment provides personal satisfaction that deepens psychological attachment to the brand. Together, these factors build a strong foundation for long‑term loyalty. The findings highlight emotional fulfillment as a key driver of consumer commitment. This suggests that brands seeking to increase loyalty should prioritize strategies that evoke meaningful emotional experiences. By doing so, they can cultivate deeper consumer relationships that extend beyond functional product value.

Introduction/Background: Brand loyalty is a crucial goal for organizations seeking long‑term consumer commitment, and understanding the psychological and social factors behind it has become increasingly important in competitive markets. Three key elements—social influences, character appeal, and emotional fulfillment–play significant roles in shaping consumers’ loyalty behaviors. Social influences, such as peer recommendations and online community engagement, help form and reinforce positive brand perceptions. Character appeal, reflected through a brand’s personality or spokesperson, strengthens trust and relatability, enabling consumers to connect with the brand on a personal level. Emotional fulfillment emerges when consumers derive satisfaction, comfort, or meaning from their interactions with the brand, deepening their attachment. Together, these factors provide a multidimensional foundation for explaining how individuals develop and maintain strong brand loyalty. The integration of these elements highlights the importance of both rational and emotional drivers in shaping long‑term consumer relationships. This understanding can guide brands in designing strategies that resonate more deeply with their target audiences.

Methodology: To address the objectives of this study, data were obtained from 427 participants who identified as Art Toy collectors. A detailed survey instrument was used to gather information related to reflecting on art toy collecting. The dataset was analyzed using Structural Equation Modeling (SEM), a method well‑suited for evaluating complex relationships among multiple constructs and for testing theoretical models. Techniques such as Confirmatory Factor Analysis and path analysis were applied to assess the measurement model and verify the reliability and validity of all constructs. These analytical procedures ensured that the proposed relationships were rigorously examined and supported by statistically sound evidence.

Findings: The analysis revealed that social influence and emotional fulfillment had a significant positive impact on collector commitment, whereas character appeal had a negative impact. Among the three predictors, emotional fulfillment often emerged as the strongest driver, indicating that personal emotional rewards are central for Generation Z collectors. Collector commitment itself has a direct and substantial impact on brand loyalty, underlining its strategic importance for brands targeting Generation Z. The results highlight that brands wishing to build loyalty through collectible products must cultivate social engagement, appealing character design, and emotionally meaningful experiences.

Contribution/Impact on Society: The study highlights how collecting activities strengthen social connections and community building among Generation Z. It shows that appealing characters and emotional fulfillment support youth creativity and cultural engagement. Social influence in collecting trends reflects the growing role of digital communities in shaping modern consumer culture. Increased collector commitment can stimulate economic growth in creative industries and local businesses. Overall, the findings illustrate how emotional and social factors in collecting shape broader cultural, economic, and social behaviors in society.

Recommendations: Based on the findings, it is recommended that art toy brands should build active social communities to strengthen social influence among Generation Z collectors. They should invest in appealing and memorable character designs to increase collector engagement. Creating emotionally fulfilling experiences through storytelling, rewards, and personalization can enhance commitment. Long‑term loyalty programs and exclusive benefits can help maintain strong collector involvement. Overall, brands should use collector commitment as a strategic pathway to nurture lasting brand loyalty.

Research Limitation: The study was limited by its focus solely on Generation Z students, which may restrict the applicability of the findings to other age groups. Additionally, the reliance on self‑reported questionnaires may have introduced response bias. The research examined only three variables, potentially overlooking other factors that could influence collector commitment. Cultural and contextual differences may also have affected the generalizability of the results to other populations. Lastly, a cross‑sectional design prevents conclusions about long‑term behavioral changes over time.

Future Research: Future research could expand the sample beyond Generation Z students to determine whether the same factors influence other age groups. Future studies may also incorporate additional variables—such as nostalgia, digital engagement, or personality traits—to provide a more comprehensive understanding of collector behavior. Longitudinal research could examine how collector commitment and brand loyalty evolve over time. Cross‑cultural comparisons would further reveal how cultural differences shape collecting motivations. Finally, experimental or qualitative methods might offer deeper insights into the emotional and social processes behind collector commitment.

Exploring the Mediating Role of Academic Adjustment in Influencing the Link Between Spiritual Well-Being and Institutional Attachment

Alvina Kullu Sulankey — 2026-09-24

Aim/Purpose: This study aimed to examine the structural relationships among Spiritual Well‑Being (SWB), Academic Adjustment (AA), and Institutional Attachment (IA) among undergraduate students at a faith‑based international university in Thailand. Specifically, the study sought to determine whether SWB functions as a psychological resource that facilitates AA, whether AA promotes IA, whether AA mediates the SWB-IA relationship, whether year of study moderates the AA-IA link, and whether SWB has a direct effect on IA independent of AA. These objectives address inconsistencies in prior literature regarding pathways through which spirituality influences student academic outcomes.

Introduction/Background: The transition to university involves significant academic, social, and emotional demands. Poor adjustment is consistently linked to disengagement, distress, and attrition. Spiritual well‑being has been proposed as a resilience‑enhancing resource that facilitates coping and meaning‑making, yet empirical evidence on its role in student outcomes is mixed. Some studies have reported positive associations with academic adjustment, while others suggest indirect or negligible effects. Moreover, most research has been conducted in Western secular contexts, leaving a gap in understanding how spirituality operates within faith‑based Asian higher education settings where spiritual values are embedded in institutional cultures. This study addressed these gaps by testing a theoretically grounded mediation‑moderation model in a Thai faith‑based university.

Methodology: A quantitative, cross‑sectional design was employed. Participants were 252 undergraduates recruited via convenience sampling from a private faith‑based international university in Thailand. Three validated instruments were used: the 10‑item short form of the Spiritual Well‑Being Scale (SWBS; α = .674), an 8‑item academic adjustment subscale from the Student Adaptation to College Questionnaire (SACQ; α = .549), and an 8‑item institutional attachment scale (α = .506). Data were analyzed using Pearson’s correlation, simultaneous multiple regression, PROCESS Macro Models 4 (mediation) and 1 (moderation) with 5,000 bootstrap resamples (Hayes, 2018), and Structural Equation Modelling (SEM) in AMOS. Model fit was assessed using CFI, TLI, RMSEA, and SRMR with established cut‑off criteria.

Findings: Hypothesis 1 (SWB → AA positive) was not supported: the bivariate correlation was negligible and non‑significant (r = −.006, p = .920). Hypothesis 2 (AA → IA positive) was supported (r = .257, p < .001). In simultaneous multiple regression (R² = .088, F (2, 249) = 11.99, p < .001), both AA (β = .258, p < .001) and SWB (β = .148, p = .015) uniquely predicted IA – contrary to Hypothesis 5, which proposed no direct SWB effect. Hypothesis 3 (mediation via AA) was not supported: the indirect effect was negligible (ab = −.002, 95% bootstrap CI [−.055, .049]), and the a‑path (SWB → AA) was non‑significant. Hypothesis 4 (moderation of AA–IA by year of study) was also not supported (AA × Year interaction p = .297, R² = .004). SEM fit was acceptable for absolute indices (RMSEA = .072, SRMR = .061) but marginal for incremental fit (CFI = .89, TLI = .87). Overall, spiritual well‑being did not predict academic adjustment but did directly predict institutional attachment; academic adjustment also independently predicted attachment but did not serve as a mediator.

Contribution/Impact on Society: The findings challenge mediation models that treat AA as the primary mechanism linking SWB to IA, instead supporting a domain-specificity model in which spiritual resources directly foster institutional bonds. They offer empirical evidence from a non-Western, faith-based context, extending the generalizability of student development theories, and reinforcing the distinction between internal psychological resources (SWB, AA) and external relational drivers of belonging, consistent with self-determination theory and the need-to-belong framework. Practically, spiritual programming alone appears insufficient for institutional attachment; institutions should pair it with peer mentoring, faculty engagement, and developmentally targeted community-building programs.

Recommendations: For higher education practitioners, especially in faith‑based Asian contexts, a holistic support model is recommended that integrates academic, spiritual, and social dimensions. Specific interventions include structured peer‑mentoring schemes, faculty‑student relationship initiatives, and campus community‑building events that foster belonging. Institutions should also consider culturally responsive approaches that emphasize collective harmony and relational engagement rather than academic performance alone. For researchers, it is recommended to use full‑length validated measures (e.g., the complete SACQ) and to include explicit assessments of social integration to better capture the drivers of institutional attachment.

Research Limitations: The cross-sectional design precluded causal inference, and the single-institution convenience sample limited external validity. The year-of-study distribution was severely imbalanced (senior n = 7), undermining the moderation analysis, while internal consistency for academic adjustment (Cronbach’s α = .549) and institutional attachment (Cronbach’s α = .506) fell below acceptable thresholds, introducing possible measurement error. No social integration measures were included, measurement invariance across year groups was untested, and common method bias may have inflated correlations given single-timepoint self-reported data.

Future Research: Future studies should use longitudinal, multi-wave designs to establish causal pathways, and multi-institutional, cross-cultural replication to assess generalizability. Balanced samples across year levels, full-length validated instruments (Cronbach’s α ≥ .70), and explicit measures of social integration (e.g., Sense of Belonging Instrument) are recommended. A moderated mediation model (PROCESS Model 14 or 58) could test whether the indirect effect of SWB on IA via AA varied by year of study, with a mixed methods follow-up to add contextual richness.

Bridging the Gap: Reviewing Assessment Literacy of Teachers and Learners in Asian Content and Language Integrated Learning Classrooms

Vo Truong Giang — 2026-09-24

Aim/Purpose: This article examined alignment and persistent mismatches between Teacher Assessment Literacy Frameworks (TALF) and Student Assessment Literacy Frameworks (SALF) within Asian Content and Language Integrated Learning (CLIL) classrooms. By synthesizing the 10 core empirical studies alongside broader educational literature, it highlights key principles and structural gaps between these frameworks. By evaluating the similarities, differences, and systemic boundaries within these models through a socio-cognitive lens, this study outlines clear directions for further research and pedagogical practices aimed at bridging the gap between TALF and SALF in bilingual educational classrooms.

Introduction/Background: CLIL has gained significant attention across Asian educational contexts. This approach features a dual focus, simultaneously developing students’ subject knowledge and second language proficiency. However, the success of CLIL is heavily influenced by the role of assessment literacy in the instructional and evaluative processes of both educators and students. While the alignment between Teacher Assessment Literacy (TAL) and Student Assessment Literacy (SAL) is necessary to develop an effective pedagogical framework, this relationship remains under-researched. Most current studies have focused on investigating and developing the principles and characteristics of TALF, whereas few explore CLIL students’ perspectives to construct a comprehensive SALF.

Methodology: This scoping review followed the methodological framework established by Arksey and O’Malley (2005). Specifically, a systematic literature search was conducted across three major international databases: Scopus, Web of Science, and ERIC. To achieve this, the search targeted articles published between 2020 and 2025 by combining keywords using Boolean operators, including CLIL, bilingual education, Teacher Assessment Literacy (TAL), Student Assessment Literacy (SAL), assessment alignment, and assessment literacy framework. By applying strict selection criteria, the researchers collected a core dataset of 10 primary empirical studies (qualitative, quantitative, and mixed methods) that strictly focused on Asian educational settings. Additionally, foundational books and studies from outside Asia were intentionally excluded from this core dataset during screening but were utilized during synthesis to provide theoretical support and global comparisons. Finally, the 10 core studies were analyzed using thematic coding to map key concepts and patterns across teacher and student assessment literacy frameworks, organizing the final findings into main themes.

Findings: This review of existing studies revealed five major themes based on the characteristics and gaps of both TALF and SALF in Asian CLIL classrooms. The existing literature identified several key principles of both TAL and SAL. TAL mainly focused on teachers’ knowledge of assessment purposes and strategies, as well as the influence of contextual factors. In contrast, SAL emphasized students’ understanding of assessment purposes, their behavioral actions to engage in assessment processes, and their attitudes toward assessment. Furthermore, TAL and SAL shared several aligned principles, including a mutual understanding of assessment objectives, collaborative implementation of feedback, and an awareness of how contextual factors influence assessment literacy. Despite these three areas of alignment, the review also revealed important mismatches between TAL and SAL in CLIL, particularly regarding assessment strategies and emotional workloads. Additionally, existing SAL frameworks do not fully explain how students experience or respond to CLIL assessment practices. Finally, many studies were conducted in relatively homogeneous educational contexts; as a result, the influence of multilingual backgrounds and cultural values on assessment literacy remains underexplored.

Contribution/Impact on Society: This study enriches the literature by offering a comprehensive, side-by-side comparative matrix of teacher and student assessment literacy frameworks in Asian CLIL classrooms. By identifying key alignments and socio-emotional mismatches, this review provides a clear foundation for developing more balanced, collaborative evaluation models. Ultimately, these insights help curriculum developers and educational policymakers design more equitable, transparent, and context-sensitive assessment practices that support sustainable bilingual education.

Recommendations: This review suggests targeted recommendations for both educators and researchers in CLIL settings. CLIL teachers should explicitly communicate their assessment purposes, rubrics, and underlying criteria to students, thereby scaffolding the evaluative process and allowing students to formulate clear expectations. This collaborative communication transforms assessment into a shared cultural tool, reflecting students’ actual academic performance rather than forcing them to merely comply with unfamiliar assessment formats. Researchers are also encouraged to investigate both students' and teachers’ perspectives related to assessment literacy in multilingual CLIL classrooms, particularly regarding how diverse first languages and local cultural expectations shape classroom evaluations.

Research Limitations: Despite the significant insights that this review provides, it also has some limitations. First, it reviewed a limited number of studies published between 2020 and 2025, which may not represent the full historical range of research related to assessment literacy frameworks in Asian CLIL contexts. Second, most of the studies used to analyze these principles were focused on Asian educational settings, which may limit the direct generalizability of findings to Western or alternative regional educational systems. Finally, this review based its conceptual framework and critical review on the existing literature rather than primary empirical field data.

Future Research: Future studies in Asian CLIL classrooms should investigate learners’ phenomenological perspectives on alternative assessment strategies and tools and compare them systematically with teachers’ views. Such work would help refine SALF so that it better reflects CLIL-specific linguistic demands. In addition, more longitudinal research is needed to investigate TAL and SAL in highly diverse, multilingual CLIL classrooms, especially looking at how linguistic diversity and local cultural traditions influence formative assessment processes and long-term learning outcomes.

Teaching While Western: A Reflexive Essay on Privilege, Complicity and Accountability in Thai Education

Jesse Sessoms — 2026-09-24

Aim/Purpose: Western educators in Thailand arrive with authority derived from Global North economic power, English language dominance, and educational globalization, perpetuating neocolonial dynamics that position Thai educational wisdom as a deficient tradition requiring Western modernization. Thai institutions marketing international and English programs profit from and perpetuate these dynamics, creating ethical obligations currently unaddressed. The author argues that mandatory, ongoing cultural humility training for Western educators, paired with training for Thai educators enabling informed pedagogical choices, is necessary to disrupt this dominance and support Thai educators in reclaiming authority over pedagogical standards on their own epistemic terms.

Introduction/Background: Writing as a Western educator implicated in the very power structures critiqued here, the author challenges conventional approaches to international and English program education in Thai contexts by advancing three interconnected arguments. First, the dominance of Western educational approaches, namely, student-centered learning, reflects economic power, not pedagogical superiority; second, Thai educational traditions embody legitimate wisdom deserving equal authority; and third, addressing the Global North-South power imbalance requires a mandatory dual-track training approach equipping Western educators with cultural humility, along with complementary training strengthening Thai educator agency.

Main Body/Main Analysis: This paper employs critical autoethnography, drawing on the author’s ten years of experience across three Thai international universities and two international schools, an implicated insider whose reflexive standpoint grounds the argument rather than constitutes data. The analytical lens is cultural humility, drawing on health professions literature and decolonial pedagogy scholarship. Cultural humility frameworks center on individual practitioner development while decolonial pedagogy targets systemic transformation; their combination enables analysis linking individual privilege to structural accountability, illuminating structural patterns through positioned insider analysis.

Key Insights: The analysis yields the following insights. Native-speakerism and Global North economic power are structurally embedded in Thai educational policy across multiple historical eras, from the Organisation for Economic Cooperation and Development (OECD) influenced 1999 National Education Act mandating Student-Centered Learning (SCL), to the Office of the Higher Education Commission (OHEC) 2014 quality assurance framework codifying SCL as an institutional requirement while containing no provisions for Western educator cultural competency. Student-centered learning is rooted in Western individualism and is culturally specific to low power distance societies, yet Thai policy has adopted it wholesale as a national standard. Institutional complicity compounds these dynamics; Thai institutions function as active participants, not passive victims, profiting from Western educator prestige through premium tuition, appearance-based hiring practices, and salary disparities favoring native English speakers over equally or better qualified non-native colleagues. Humility, curiosity, empathy, adaptation, and reflection are practitioner-derived principles proposed as candidate organizing elements for Western educator training. These emerge from the author's reflective practice and are offered as a starting point pending Thai-led validation. Simultaneously, Thai educators require complementary yet distinct mandatory training that provides critical theoretical frameworks for analyzing Western pedagogical imperialism, thereby enabling informed choices about resistance, adaptation, or selective integration of Western student-centered instructional approaches. Yet this essay does not argue against student-centered learning itself, but against its implementation without the cultural adaptation and critical engagement that genuine educational exchange between Thai and Western educators requires.

Contribution/Impact on Society: Thailand's quality assurance framework mandates Western pedagogical approaches (i.e., student-centered learning) while imposing no reciprocal cultural competency requirements on Western educators. This regulatory vacuum is unaddressed in the existing literature on Thai educational policy. Additionally, the proposed mandatory asymmetrical dual-track training design is novel to Thai education. Unlike conventional cross-cultural awareness programs that treat cultural difference as a neutral challenge requiring mutual adaptation, this approach explicitly names structural power, requires Western educators to examine their unearned authority as an employment condition, and positions Thai educators as knowledge authorities capable of critically evaluating Western approaches. Many Thai educators already engage in this critical evaluation but do so in isolation without institutional support; the suggested approach provides institutional validation for this critical work. The broader societal implication is a pathway toward Thai educational sovereignty, shifting cultural competency from the voluntary responsibility of individual educators to a mandatory institutional requirement.

Recommendations: Thai educational institutions may implement mandatory pre-service cultural humility training for all Western educators as an employment condition, with content explicitly addressing Global North-South power dynamics and structural privilege, along with conventional cultural awareness. This cultural training should be a required component of ongoing professional development. Simultaneously, institutions should provide Thai educators with critical pedagogy training, enabling collective analysis of Western pedagogical assumptions. Both pathways require complementary institutional policy reforms, including addressing native versus non-native speaker salary inequities, introducing teacher evaluation frameworks assessing cultural competency alongside pedagogical effectiveness, and curriculum policies enabling culturally responsive adaptation.

Research Limitation: The cultural humility values identified here represent a single Western educator's provisional observations, pending Thai-led research that may determine entirely different approaches better serve Thai contexts.

Future Research: The priority is Thai-led research examining the training principles proposed here, exploring how Thai educators conceptualize the knowledge and analytical tools needed to engage critically with Western pedagogical dominance, and who may determine that other approaches are a better fit with Thai culture. The dual-track training approach proposed here needs subsequent work to develop an implementation framework.