Suranaree Journal of Social Science

An Intelligent Digital Framework for Talent Management and Succession Planning in Thai Public Higher Education Institutions

Chatphat Titiakarawongse — 2026-07-09

Background and Objectives: Thailand’s higher education sector faces significant challenges in talent management and succession planning, driven by demographic shifts, evolving academic roles, and rapid digital transformation. Many universities are experiencing an aging workforce, shortages of qualified successors, and increasing demands for digital competencies. Existing human resource systems often lack integration, predictive capabilities, and comprehensive analytics, which limit leadership continuity and workforce sustainability. In this context, there is an urgent need for a unified and intelligent system that supports evidence-based decision-making and fosters leadership pipeline development. This study aims to develop an intelligent digital framework for talent management and succession planning tailored to the Thai higher education context, enabling systematic talent identification, performance optimization, and strategic workforce planning to enhance institutional agility and resilience.

Methodology: The study employed a conceptual development and design research approach, integrating principles from Design Science Research (DSR) and the System Development Methodology (SDM). A five-phase process encompassing literature synthesis, standards alignment, and best practices integration, framework conceptualization, system modeling, and framework validation was implemented. Gaps in human resource management and succession planning were identified through an extensive review of both global and regional practices. Alignment with international standards, including ISO 30414 (Human Capital Reporting), IEEE Std. 830–1998 (Software Requirements Specification), Thailand’s PDPA (Personal Data Protection Act), and ISO/IEC 27001 (Information Security Management), ensured compliance, interoperability, and data protection. Artificial Intelligence (AI)-driven analytics and digital HR best practices were incorporated to enhance predictive capabilities and operational efficiency. System modeling defined both functional and non-functional requirements, while expert validation confirmed the framework’s practicality, robustness, and strategic alignment with institutional goals.

Main Results: The proposed Talent Management and Succession Planning (TMSP) framework comprises six interrelated modules: Talent Identification and Development, Performance Management, Learning and Development, Succession Planning, Career Pathing and Internal Mobility, and Analytics and Strategic Insights. Functional capabilities include automated competency assessment, predictive succession simulations, Key Performance Indicator (KPI) and Objectives and Key Results (OKR) tracking, real-time dashboards, and AI-augmented analytics. Non-functional requirements emphasize security, usability, scalability, interoperability, and compliance with ethical and regulatory standards. The framework was underpinned by a three-tier architecture ensuring secure communication, seamless data integration, and adaptability to institutional growth and increasing complexity.

Discussions: The framework effectively bridges the gaps in traditional HR systems by integrating predictive analytics, modular interoperability, and alignment with both national and international standards. It enhances strategic decision-making, promotes transparency and accountability, and supports continuous learning and workforce development. Real-time monitoring, scenario-based simulations, and interactive dashboards enable proactive HR management, data-driven talent development, and institutional resilience in response to digital transformation.

Conclusions: The proposed TMSP framework offers a conceptually rigorous, technically feasible, and strategically aligned solution for higher education institutions. Through the integration of AI, analytics, and digital HR practices, it supports talent development, succession planning, and workforce sustainability while ensuring compliance, data security, and operational efficiency. This intelligent digital framework provides a robust foundation for advancing HR digital transformation, strengthening institutional capacity, and aligning human capital strategies with long-term organizational objectives and Thailand’s higher education reform goals.

Cultural Adaptation and Mascot Branding Strategies: A Case Study of ButterBear in the Chinese Market

Chatuwit Keawsuwan — 2026-07-27

Background and Objectives: Mascots have become influential tools for cross-cultural branding, enabling brands to communicate emotional meaning and construct market identities across national boundaries. This study investigates ButterBear, a Thai bakery mascot that has rapidly achieved widespread popularity in China, to examine how cultural adaptation and integrated branding strategies facilitated its successful market entry. The research aims to identify the key cultural and marketing factors that contribute to the effectiveness of mascot-based branding within the culturally nuanced Chinese consumer environment, where emotional symbolism and cultural resonance significantly shape brand acceptance.

Methodology: This study employs a qualitative content analysis of news articles, business reports, and user-generated content on major Chinese digital platforms including Weibo, Douyin, and Xiaohongshu. The analytical framework draws upon theories of Moe culture, cultural adaptation, nostalgia marketing, electronic word- of-mouth (eWOM), omni-channel strategy, business alliances, and influencer marketing. These perspectives collectively provide a multidimensional lens for assessing how ButterBear’s branding practices resonate with Chinese consumers and how digital participation amplifies the mascot’s visibility.

Results: The findings indicate that ButterBear’s success is anchored in its ability to strategically integrate emotional and cultural appeals. The mascot’s design and behavior align strongly with Moe Culture—cuteness, innocence, and childlike characteristics—which foster protective instincts and emotional comfort among Chinese consumers. In parallel, nostalgia marketing strengthens consumer affinity by evoking childhood memories associated with teddy bears and symbolic warmth, transforming ButterBear into a “living memory” rather than merely a commercial icon. Cultural adaptation further reinforces consumer trust, as evidenced by the mascot’s use of Chinese costumes, linguistic elements, traditional festival themes, and culturally resonant merchandise.

Digital engagement plays a decisive role in accelerating market visibility. User-driven eWOM on major platforms amplifies ButterBear’s reach and enhances perceived authenticity, while influencer marketing increases brand credibility through alignment with well-known public figures. Additionally, collaborations with Chinese companies—such as the successful co-branded beverages with Luckin Coffee—demonstrate how business alliances strengthen local market presence. The integration of online and offline channels through pop-up stores, e-commerce platforms, and collaborative retail displays further reinforces consumer immersion and brand accessibility.

Discussions: This study contributes to the literature by conceptualizing mascots not merely as symbolic promotional elements but as culturally embedded intermediaries capable of translating brand identities into locally meaningful emotional experiences. The case of ButterBear illustrates how emotional universality—expressed through cuteness and nostalgia—intersects with cultural specificity to drive cross-cultural brand acceptance. Practically, the findings offer insights for international businesses and policymakers seeking to employ mascots as tools for branding, tourism promotion, and soft power development.

Conclusions: Overall, the study demonstrates that ButterBear’s popularity in China reflects a synergistic integration of cultural alignment, emotional resonance, and digital market strategies. These mechanisms highlight the capacity of mascots to transcend linguistic and cultural boundaries, establishing sustainable consumer relationships and supporting long-term international brand expansion. The findings underscore that mascots can serve as strategic vehicles of cultural communication and soft power, offering a practical blueprint for foreign brands seeking to navigate culturally complex markets.

Unveiling the Shadows: Exploring Microaggressions Towards the LGBTQ Community at BASC as a Basis for Gender Responsive Interventions

Amerigo Ramos — 2026-02-09

Background and Objectives: People of diverse sexual orientations, gender identities and expressions, and sex characteristics (SOGIESC), better known as the LGBTQ community, often face a myriad of challenges that stem from societal prejudices and biases. One significant issue they encounter is the microaggression; a subtle yet pervasive form of discrimination that can manifest in everyday interactions, often going unnoticed by those who may not be directly affected. Microaggressions can appear in various forms, including dismissive comments, inappropriate jokes, or other behaviors that may seem innocuous on the surface but convey a deeper negative message. These interactions can create a hostile environment for LGBTQ individuals, as the cumulative effect of such microaggressions can undermine their sense of belonging and self-worth. This study aims to delve into the lived experiences of LGBTQ students and staff at Bulacan Agricultural State College (BASC). Through an in-depth examination of their encounters with microaggressions, this research seeks to highlight the emotional and psychological impact of these experiences, as well as the broader social dynamics at play within the college community. Moreover, addressing the issue of microaggressions is a crucial step toward creating a supportive and safe space for LGBTQ individuals in educational settings and beyond.

Methodology: A qualitative research method design was employed in this study. This involved in-depth interviews with 18 participants, all conducted within a hermeneutic phenomenological framework. This approach emphasizes understanding the lived experiences of individuals and focuses on how they make sense of their realities.

Main Results: From the interviews, several significant themes emerged that reflected the participants' experiences. These themes were hidden harms, silenced voices, institutional walls, and resilience and resistance.

Discussions: Hidden harms suggests that there are types of harm that may not be immediately visible or acknowledged, either by the individuals affected or by institutions. Participants shared experiences of subtle forms of pain and distress that often go unrecognized, highlighting the complexity of their situations. Silenced voices reflect the idea that many participants felt their perspectives and experiences were not heard or valued. There was an overarching sense that, despite their struggles, their stories and opinions were sidelined, which contributed to feelings of isolation and frustration. Institutional walls capture the barriers created by institutional structures and policies that can hinder effective communication and support. Participants discussed how these walls can trap individuals in cycles of misunderstanding and disconnection from the help they need, leading to a systemic failure to address their concerns. Resilience and resistance depict how amidst the challenges, many participants exhibited remarkable resilience in coping with their circumstances.

Conclusions: The findings illuminate the complex interplay of harm, voice, systemic barriers, and individual strength, offering valuable insights into the participants' experiences and the broader implications for understanding and addressing their needs. These results were vital to the formulation of gender-responsive services and interventions aimed at promoting gender-inclusive and safe spaces for people of diverse SOGIESC at BASC.

Exploring the Influence of Artificial Intelligence Adaptation on Pre-Service Science Teachers’ Pedagogical Content Knowledge

Lucky Sonny Ligsanan — 2026-08-04

Background and Objectives: In the 21^stcentury learning environment, the integration of emerging technologies has transformed the educational landscape. For pre-service science teachers, the challenge lies in developing strong pedagogical content knowledge (PCK) while also adapting to rapidly evolving technologies. This study aimed to explore how Artificial Intelligence (AI) tools influence the development of PCK among pre-service science teachers in the fields of physical and biological sciences. Specifically, it investigated their lived experiences of adapting to AI in lesson planning, instruction, and assessment, contributing to the broader discourse on AI integration in teacher education.

Methodology: This qualitative study employed a descriptive phenomenological approach to capture the authentic experiences of six (n = 6) fourth-year pre-service science teachers specializing in physical and biological sciences at a state university in Bataan, Philippines. Participants were selected via purposive sampling based on their documented experience with AI tools in coursework and teaching demonstrations. Data were analyzed using descriptive phenomenological procedures, including bracketing, horizontalization, clustering, and textualization to identify the essence of participants’ experiences.

Results: The findings revealed that AI has a significant influence on all five domains of PCK. In teaching orientation, pre-service teachers embraced learner-centered strategies but raised concerns about AI’s pedagogical implications. For curricular knowledge, AI was useful in aligning instruction with standards, though participants emphasized its limitations in content depth. Instructional strategies were enhanced through AI-powered simulations and visuals, promoting interactivity. In the assessment, AI improved accuracy and efficiency, yet participants stressed the importance of teachers’ professional judgment. Lastly, regarding understanding learners, AI was seen as supportive, but concerns remained about its ability to address emotional and contextual learning factors.

Discussions: AI is instrumental in supporting learner-centered approaches, promoting differentiated instruction, and aligning lesson plans with curricular standards. These themes indicate that AI can enhance teacher preparedness by offering practical solutions for instructional planning and responding to the diverse needs of learners. Pre-service teachers leverage AI to create meaningful learning experiences and more efficient assessments, yet they also express valid concerns about overreliance, equity, and the need for human judgment. The themes collectively underscore the dual role of AI as an enabler of innovation and as a potential source of pedagogical tension. These findings emphasize the importance of integrating training in AI use within teacher education to inform policy at the classroom and institutional levels, promoting ethical and pedagogically sound practices.

Conclusions: Pre-service science teachers view AI as a helpful tool for lesson planning, assessment, and tailoring instruction to learner needs. AI supported teachers in generating materials, aligning lessons with curricular standards, and providing differentiated strategies. However, challenges such as overreliance on AI, risks to learners’ critical thinking, and the need for teacher oversight were also identified. While AI can enhance pedagogical content knowledge (PCK) and classroom practice, its effectiveness depends on thoughtful integration and continued professional development. These findings have implications, especially for educators and policymakers in comparable teacher education contexts, emphasizing the need to bridge the gap between technological advancement and pedagogical effectiveness.

University Students’ Perceptions of a CEFR-Based English Language Development System in Thailand

Napat Jitpaisarnwattana — 2026-06-11

Background and Objectives: Since its introduction in 2001, the Common European Framework of Reference for Languages (CEFR) has served as a foundational framework guiding language education policy and pedagogy worldwide. In Thailand, the CEFR has been progressively integrated into English language policies and instructional practices across all educational levels. At the tertiary level, the Office of the Higher Education Commission mandates English proficiency testing for all university students, with many institutions employing CEFR-based standardized assessments as benchmarks for evaluating language competence. This study investigates third-year university students’ perceptions of a CEFR-based English language development system after three years of implementation at a public university in Thailand.

Methodology: Employing a mixed-methods design, data were collected from 617 students across multiple faculties through questionnaires and semi-structured interviews.

Results: The findings indicate that students held broadly positive perceptions of the system, particularly regarding its contributions to language improvement, perceived usefulness, and motivation. Teacher support emerged as a critical factor shaping students’ learning experiences, while a preference for face-to-face instruction over the primarily online delivery mode was also evident.

Discussions: In terms of perceived usefulness, students identified numerous components of the system as beneficial to their language development. This perception can be attributed to the system’s alignment with CEFR descriptors, which informed both the design of individual courses and the placement of students by proficiency levels. Such alignment enabled learners to perceive the content as relevant, appropriately challenging, and tailored to their needs. Students generally reported that their English proficiency improved through participation in the system, particularly through the foundational and remedial courses. This perception may stem from the fact that both the courses and their associated learning materials were systematically structured around specific CEFR proficiency levels. Additionally, students generally indicated that the English courses offered within the system encouraged them to continue developing their language skills. Although all components of the system were perceived as motivational, the supplementary (or extra) courses elicited the highest level of agreement among respondents. This can be because these courses were completely optional, and students elected to enrol only when they were genuinely interested. Students frequently reported that their instructors played a central role in fostering motivation and that the guidance and support they received contributed meaningfully to their language development. Although these accounts were inherently subjective, they underscore the pivotal role teachers can assume in both encouraging and sustaining learner engagement.

Conclusions: This study carries significant pedagogical implications for the design and implementation of CEFR-based language development systems. That is, it underscores the importance of balancing systematic CEFR alignment with opportunities for creative and contextually relevant course design to optimize both learner engagement and instructional effectiveness. This study focused exclusively on students’ perceptions of the English language development system and did not evaluate its actual impact on language proficiency. To address this gap, future research should incorporate quasi-experimental or longitudinal designs, utilizing pre- and post-testing measures to assess the system’s effectiveness in promoting measurable language gains.