Influential Factors in the Decision to Pursue a Bachelor’s Degree in Computer Engineering and Artificial Intelligence at the School of Engineering and Technology, Walailak University
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Abstract
Background and Objectives: University education is essential for empowering individuals and fostering economic, social, and intellectual growth. In Thailand, fair and competitive university admissions are ensured across 75 institutions by the Thai University Center Admission System (TCAS). At the same time, each individual’s decision to pursue higher education is influenced by the quality of program’s curriculum and academic reputation, along with geographical considerations and parental guidance. This study investigates factors influencing the decision to pursue a bachelor's degree in Computer Engineering and Artificial Intelligence (CEAI) at Walailak University, focusing in particular on their revised curriculum. Insights gained aim to enhance curriculum alignment, boost recruitment, and meet the diverse needs of students.
Methodology: This study employed an exploratory approach, using descriptive statistics and multiple regression analysis. The population consisted of 126 students enrolled in the CEAI program at Walailak University in 2022. A sample of 96 participants were randomly selected and voluntarily completed an online questionnaire. The questionnaire, distributed via academic platforms and social media, elicited demographic information and explored factors influencing participants’ decision to pursue this degree.
Main Results: The results showed that curriculum factors had the greatest impact on the decision to pursue the program, followed by financial factors, educational institution factors, and personal reasons. The t-test results indicated that gender impacted decision regarding course enrollment and the total monthly income of the family affected the decision as to whether or not to enroll at a particular institution.
Discussions: This study revealed key factors influencing enrollment decisions for CEAI students at Walailak University. Curriculum relevance, faculty expertise, and financial considerations emerged as their primary concerns. Notably, female students valued curriculum aspects more highly than their male counterparts, yet they remain underrepresented, highlighting persistent gender stereotypes in engineering. Income-related differences significantly impacted perceptions of financial factors. To address these findings, we recommend: (1) curriculum-focused marketing emphasizing industry relevance, (2) targeted outreach to female students, (3) expanded financial support and transparency, and (4) enhanced public relations leveraging social media and outreach programs. These strategies aim to create a more diverse and inclusive program, aligning with global trends in STEM education and workforce development.
Conclusions: The study reveals that curriculum factors, particularly job market relevance and faculty expertise, are most important to students in Walailak University's CEAI program. Gender and income related differences significantly influence student perspectives. These insights can help improve program quality, develop targeted admission strategies, and better serve diverse student needs.
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