International Journal of Educational Communications and Technology

Digital Technology for Learning Management of Mathematics Teacher at School Khlongsamwa District Office Bangkok

2025-07-20T18:06:06+07:00

This research aimed to study the use of digital technology for learning management by mathematics teachers under the Khlongsamwa District Office, Bangkok, and to compare the use of digital technology for learning management by mathematics teachers under the Khlongsamwa District Office, Bangkok, classified by work experience. The sample group consisted of 74 mathematics teachers from medium and large schools under the Khlongsamwa District Office, Bangkok. The research instrument was a 5-level rating scale questionnaire with 27 items. The statistics used for data analysis included descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (One-Way ANOVA) analyzed with a statistical software package.

The research findings revealed that: 1. The overall use of digital technology for learning management by mathematics teachers under the Khlongsamwa District Office, Bangkok, was at a high level (M=3.91, SD=0.80). The aspect with the highest mean was digital technology design, which was at a high level. 2. Work experience of 1-10 years was significantly higher than work experience of 21 years or more, and work experience of 11-20 years was significantly higher than work experience of 21 years or more, at a statistical significance level of .05. Therefore, to promote the development of digital technology in the teaching profession, it is crucial to consider the diversity of target groups and design professional development activities that are appropriate for the context of each teacher group.

Integrated of Hyflex Learning Model using Artificial Intelligence to Enhance Innovation Technology of Mathayom 1 Computational Science

2025-07-26T11:02:05+07:00

An Integrated of Hyflex Learning Model using Artificial Intelligence to Enhance Innovation Technology of Mathayom 1 Computational Science subject has the following objectives: (1) To integrate an Integrated of Hyflex Learning Model using Artificial Intelligence to Enhance Innovation Technology of Mathayom 1 Computational Science. (2) To compare the outcomes of technological innovation projects created by Mathayom 1 Computational Science. (3) To assess student satisfaction with the use of An Integrated of Hyflex Learning Model using Artificial Intelligence to Enhance Innovation Technology of Mathayom 1 Computational Science. This study was conducted in a sample group of 90 Mathayom 1 students of Ongkharak Demonstration School, Srinakharinwirot University, Computational Science subject, academic year 2024. The participants were selected through purposive sampling. The research instrument used was a satisfaction assessment questionnaire on the implementation of the Hyflex Learning Model using Artificial Intelligence to Enhance Innovation Technology.

The findings revealed that the Hyflex Learning Model using Artificial Intelligence to Enhance Innovation Technology projects were rated at the highest level of appropriateness. The overall effectiveness of cognitive technology in supporting technological innovation projects was also rated at the highest. The average innovation assessment scores of students using An Integrated of Hyflex Learning Model using Artificial Intelligence to Enhance Innovation Technology were higher than those of students in the traditional learning group, with the experimental group scoring at the highest level compared to the control group. Additionally, student satisfaction with the Hyflex Learning Model using Artificial Intelligence to Enhance Innovation Technology projects was rated at the highest overall level.

Active Problem-Based Learning through Cloud Technology to Promote the Computational Thinking of Grade 12 Students

2025-06-13T13:51:09+07:00

Active problem-based learning through cloud technology aims to promote the computational thinking of Grade 12 students to effectively meet the demands of learners in the technological era and to align their learning with the curriculum. This approach enhances students' knowledge and the skills needed for the 21st century through the use of cloud technology. This research aims to: (1) design a problem-based active learning process using cloud technology to promote the computational thinking skills of Grade 12 students, and (2) evaluate the implementation of the problem-based active learning model through the use of cloud technology to enhance the computational thinking skills of Grade 12 students.

The research findings revealed that the design of a problem-based active learning approach through the use of cloud technology to promote computational thinking, as evaluated by experts, was deemed highly appropriate overall
(M = 4.68, SD = 0.47). It can be concluded that the design of problem-based active learning through the use of cloud technology to enhance the computational thinking skills of Grade 12 students is highly suitable in terms of meeting their needs, and can serve as a framework for learning management aimed at promoting students' ability to seek knowledge and create their own understanding effectively through the use of cloud technology.

Flipped Classroom with Gamification to enhance Students’ Digital Literacy Skills

2025-10-13T15:14:10+07:00

This study aimed to design, implement, and evaluate an instructional model that integrates the Flipped Classroom approach with Gamification to enhance students’ digital literacy skills. The research employed a Research and Development (R&D) design involving five experts specializing in flipped learning, gamification, and digital literacy. Data were collected through expert evaluation forms and analyzed using descriptive statistics (Mean and Standard Deviation). The developed model consisted of two components—Out-of-Class and In-Class activities—comprising six steps from planning, creating learning environments, and conducting activities to evaluating and summarizing outcomes.

The results indicated that all components of the model achieved the highest level of appropriateness (M = 4.83,
SD = 0.24). The study confirmed that the integration of Flipped Classroom and Gamification promotes motivation, engagement, and self-directed learning while developing learners’ digital literacy skills in the areas of use, understanding, creation, and access. The model provides practical guidelines for designing technology-driven instruction and serves as a policy framework for advancing digital literacy in education.

Blended Learning Design Based on Competency-Based Lesson Plans using the MIAP Process in a Word Processing Course

2025-08-12T14:54:01+07:00

Competency-based Blended Learning Design using the MIAP process in a word processing course is an essential skill in the 21st century. MIAP and blended learning uses MOOC technology to create learning materials that focus on self-learning with the support of video media, teaching materials and the demonstration of operational procedures. The objectives of this study were to (1) study and synthesize the conceptual framework of blended learning based on a competency-based lesson plan using the MIAP process in a word processing course (2) design a blended learning approach based on a competency-based lesson plan using the MIAP process and (3) assess the appropriateness of the blended learning design based on a competency-based lesson plan using the MIAP process in a word processing course. Participants in the research are experts from many institutions with knowledge and ability in learning design, including teaching and learning systems.

The results of the study showed that (1) in terms of the appropriateness of designing blended learning according to a competency-based lesson plan using the MIAP process, it was deemed to operate at the most suitable overall level
(M = 4.80, SD = 0.43) (2) the suitability of the competency-based blended learning design using the MIAP Process was deemed to be the highest overall (M = 4.81, SD = 0.25).There are appropriate elements that can be used as a guide for learning involving the use of a problem-solving process by encouraging learners to develop a systematic and practical process when it comes to critical thinking.

Hybrid Proactive Learning using Business Intelligence to Promote Critical Thinking Skills

2025-07-20T20:07:47+07:00

The study proposes an instructional model entitled Active-Hybrid Learning Using Business Intelligence (BI), which integrates the principles of active learning and hybrid learning with business intelligence technologies to enhance learners’ analytical and problem-solving skills. This learning framework encourages learners to engage in critical thinking, analysis, and hands-on activities through both online and face-to-face modes. By utilizing BI tools such as market trend and consumer data analysis, learners gain real-world experience that strengthens their analytical thinking, digital literacy, and strategic decision-making skills, preparing them for the demands of the digital business environment. The research employed an expert evaluation method to examine the appropriateness of the designed Active-Hybrid Learning Platform Using Business Intelligence.

The findings indicated that the overall suitability of the platform design was rated at the highest level (M = 4.96,
SD = 0.08), and the overall implementation suitability was also at the highest level (M = 4.90, SD = 0.15). The results demonstrate that the proposed model is an effective and practical framework for promoting critical thinking and analytical competence among vocational learners. The integration of BI tools within the hybrid active learning environment enhances learners’ capacity to analyze, evaluate, and make informed decisions—skills essential for success in future digital-era professions.