Suranaree Journal of Social Science

Theorizing Learning Gaps in High School Mathematics

Maricris Dictado — 2025-11-28

Background and Objectives: Despite mathematics being globally recognized as essential for academic success and the development of lifelong skills, Filipino high school students consistently perform poorly in national and international mathematics assessments. This chronic underperformance is especially visible in public schools and reflects deep-rooted issues beyond mere academic deficits. While most studies have focused on achievement scores and curriculum mandates, few have examined the local, lived realities that contribute to students’ non-attainment of expected mathematical competencies. To address this gap, the present study aimed to explain why students in Philippine public high schools fail to attain expected mathematics competencies by constructing a grounded, systemic-ecological model that uncovers the complex web of systemic, instructional, and affective factors contributing to mathematics learning gaps.

Methodology: The study employed a qualitative grounded theory design, following the constructivist tradition of Charmaz (2014), to capture emergent patterns in participants’ narratives. Data were gathered from 10 purposively selected individuals (students, mathematics teachers, and school administrators) from a rural public high school in the northern Philippines. Using semi-structured interviews conducted in Filipino, the study elicited insights into participants’ experiences with the curriculum, instruction, learning resources, student motivation, and assessment. Transcripts were translated and analyzed using grounded theory coding procedures: initial coding, focused coding, constant comparison, memo writing, and theoretical integration. Saturation was reached through iterative coding and cross-group analysis.

Main Results: The analysis yielded twelve interrelated thematic categories: (F1) Perceived relevance in real Life, (F2) Curriculum overload and fragmentation, (F3) Time constraints and interrupted class schedules, (F4) Foundational gaps and remedial needs, (F5) Teaching strategies and instructional clarity, (F6) Classroom engagement, (F7) Attitude toward mathematics, (F8) Student motivation, (F9) Access to traditional resources, (F10) Access to online platforms and videos, (F11) Use and misuse of technology, and (F12) Assessment formats and feedback processes. These categories were synthesized into a Systemic-Ecological Model of Mathematics Learning Gaps, which maps the interaction of factors across Bronfenbrenner’s ecological levels: microsystem (e.g., teaching strategies), mesosystem (e.g., curriculum continuity), exosystem (e.g., availability of resources), and macrosystem (e.g., educational policy and societal pressures).

Discussions: The findings demonstrate that underachievement in mathematics arises from the convergence of curricular disconnection, limited instructional time, fragmented content delivery, and students’ emotional and cognitive responses to these constraints. Rather than being attributable to student or teacher failure alone, learning gaps result from systemic incoherence and insufficient contextual adaptation. Students’ declining motivation, foundational weaknesses, and disengagement are closely tied to how math is taught, assessed, and made relevant in real life.

Conclusions: This study proposes a model that redefines mathematics learning gaps as products of ecological and systemic interactions rather than individual shortcomings. The proposed model underscores the need for coherent, inclusive, and context-sensitive reforms in curriculum, pedagogy, teacher development, and educational policy, particularly in under-resourced public schools. It contributes a localized and empirically grounded framework that can inform long-term solutions to improve mathematics achievement in the Philippine basic education system.

Exploring Creativity in Prospective Mathematics Teachers through Context-Based Posing Numeration Task Design: A Case Study in Mathematics Learning

Nonik Indrawatiningsih — 2025-12-02

Background and Objectives: Creativity is an essential competency for prospective mathematics teachers if they are to effectively meet the demands of modern education. In mathematics learning, creativity includes the ability to connect concepts, develop new learning methods, and create relevant and interesting materials. One’s attitude can be trained through context-based numeration task activities. The activity requires students to design numeration problems that are based on real situations. This process helps students develop creative thinking skills, such as generating new ideas (fluency), thinking flexibly, and creating original solutions, while also improving their understanding. This study aimed to provide an in-depth description of how prospective mathematics teachers design context-based posing numera tasks design in personal, socio-cultural, and scientific contexts, and to identify the types of creativity that emerge during the process of creating contextual story problems.

Methodology: This study employed a qualitative case study approach to explore how prospective mathematics teachers develop creativity by designing context-based numeracy tasks in mathematics learning. This study included the participation of 32 prospective mathematics student-teachers from the Mathematics Education study program in one of the universities in East Java, Indonesia. Data were collected by having all prospective mathematics teachers collaboratively complete a task in which they designed numeracy problems.

Main Results: The results of this study showed that the average achievement for the creativity indicators was 33.36% for both fluency and flexibility, and 33.33% for originality, based on the mathematical problems submitted by the participants. The analysis shows that 38.1% of the numeracy task designs are based on the context of understanding and application, while 23.8% are oriented toward the reasoning level. Overall, these findings indicate the need to strengthen the creativity and pedagogical competencies of prospective mathematics teachers, especially in terms of generating fluent, varied, and original problem ideas, and in developing problem designs that encourage students' mathematical reasoning.

Discussions: The limited number of numeracy tasks designed at the reasoning level may be due to most prospective mathematics teachers preferring to create problems that are more structured and procedural, rather than those that encourage creative thinking and the development of diverse solution strategies. When the majority of tasks performed by students were still focused on comprehension and application, this showed that the ability to create analytical and reflective tasks was not well developed. In the long run, this attitude could cause students to fail in handling real-world situations that require numeracy-based problem-solving, data analysis, and logical argumentation.

Conclusions: The study found that the limited number of numeracy tasks designed at the reasoning level may be due to most prospective mathematics teachers preferring to create structured, procedure-based problems rather than tasks that encourage creative thinking and the development of diverse solution strategies. Therefore, educators needed to provide strategies in mathematics learning to train student-teachers in designing tasks that could explore the creativity of students by including context-based numeracy. These strategies should be the main focus in the education curriculum of prospective mathematics teachers

The Roots of Authority within the Hmong Communities in Vietnam: A Study from Lai Châu Province, Northwestern Region of Vietnam

Huy Ha — 2025-11-27

Background and Objectives: In the late 18th century, the Hmong migrated to Vietnam, primarily settling in the north. While recent scholarship has examined their cultural, social, and economic life, their historical political landscape remains underexplored. Lai Châu province, a major Hmong hub, offers rich insights into this area, as the community has significantly shaped local culture and history. This study investigates the origins and evolution of Hmong authority in Lai Châu, focusing on political engagement, cultural preservation, and intra- and intergroup relations.

Methodology: The research draws on the theories of Max Weber, Joseph Raz, and Hannah Arendt, employing qualitative methods—interviews, questionnaires, and participant observation—supplemented by quantitative survey data and secondary sources. Interviews were conducted with pastors, elders, and villagers, alongside questionnaires given to 44 Hmong Christian and Catholic informants. Participant observation over 2024–2025 deepened understanding of community dynamics, with data systematically organized using Google Forms.

Main Results: Historically, Lai Châu’s Hmong communities were governed by traditional authority, with matriarchal kinship central to social structure. Leaders included the village chief (thawj tswv zog), deputy (lwm tswv zog), elders (cov laug zog), and shamans (txiv neeb), who oversaw ceremonies and rituals. Despite French colonial and Kinh administrative pressures, Hmong villages preserved their governance systems and even organized military groups for defense until 1954. Authority combined traditional chiefs, religious leaders, and, increasingly, diminished shamanic influence. Village chiefs and deputies were elected, fostering a democratic ethos resistant to centralized power. Modern Hmong still value political autonomy, often favoring native leaders over state-appointed officials.

Discussions: Authority within the Hmong societies of Lai Châu has evolved according to two of the three types put forward by Max Weber (1978) and is present in both traditional and modern societies. Hmong people have so far respected the authority exercised by native chiefs, the elderly, and religious dignitaries rather than formal authority weilded by other ethnic groups. The role of democracy is also important to the exercise of authority as argued by Arendt (2006). This article asserts that elements of the discourse on authority, as argued by the aforementioned researchers, are applicable to the historical evolution of Hmong authority, and is well-preserved alongside cultural heritage of the Hmong people.

Conclusions: This article explores the evolution of authority within Hmong societies in Lai Châu province, highlighting the complex interplay of traditional and modern power structures. Traditionally, Hmong authority was centered around the village chief, elders, and shamans, with a matriarchal kinship system that persisted even during colonial rule. In modern times, authority is distributed between elected village chiefs, charismatic religious leaders, and the remnants of traditional practices, while the influence of the shaman has waned. The article also examines how Hmong communities navigate the tension between traditional leadership and the formal governance imposed by the Vietnamese state, reflecting their resistance to complete assimilation and a preference for indigenous forms of authority.

Culturally Responsive Leadership in Northern Thailand’s Schools: Insights and Practices from School Principals

Omsin Jatuporn — 2025-11-27

Background and Objectives: Thailand’s educational reform emphasizing decentralization and area-based management has highlighted the need for culturally responsive leadership approaches. Northern Thailand serves over 935,000 students from ethnic and indigenous groups including Karen (44.8%), Hmong (16.2%), Akha (8.5%), and 50+ other ethnicities, alongside over 145,000 stateless students and migrant workers’ children. With more than 70 local and ethnic languages represented in Thai schools, principals face significant challenges managing culturally responsive education. This qualitative research aimed to: 1) study perspectives and life experiences of school principals demonstrating culturally responsive educational leadership; 2) analyze actual practices reflecting this leadership approach; and 3) develop comprehensive recommendations for transforming educational leadership paradigms.

Methodology: The study employed a qualitative descriptive-interpretive approach with multiple case sites over six months (January-June 2024). Twenty principals were purposively selected, eachwith at least five years ofexperience managing culturally diverse schools and demonstrated achievements in culturally responsive education. Demographics: 60% male, 40% female; ages 45-60; 75% master’s degrees, 25% doctoral; 80% specialized in educational administration; averaging 12.5 years principal experience. Schools varied: 55% small (<119 students), 35% medium (120-719), 10% large (720-1,679), across seven northern provinces. Schools served diverse populations: Thai lowlanders (100%), Karen (60%), Hmong (50%), Akha (40%), Lahu (30%), Tai Yai (25%), Tai Lue (20%). Data collection included in-depth interviews (45-60 minutes, 12 follow-ups), systematic observation (2-3 visits per school, 4-6 hours each), and document analysis (174 documents, 8-9 per school). Content analysis generated 150 initial codes refined into 28 subcategories through constant comparative analysis with triangulation.

Main Results: Successful principals demonstrated three characteristics: 90% viewed cultural diversity as social capital, 70% had personal diversity experience, 95% were motivated by educational equity. Five leadership dimensions emerged: creating diversity-conducive environments (anti-discrimination policies 100%, cultural corners 90%, multilingual signage 80%); developing culturally responsive curriculum (local curricula 95%, bilingual teaching 80%, flexible assessment 70%); building community collaboration (parent networks 100%, community experts 95%, inclusive committees 90%); developing teachers’ cultural competencies (multicultural training 90%, diverse learner strategies 85%, study visits 75%); implementing continuous assessment (stakeholder evaluation 85%, culturally responsive indicators 80%, context-appropriate criteria 75%). Success factors included clear vision (90%), community cooperation (95%), and sustained commitment (85%). Primary challenges included: resource limitations (90%), personnel shortages (85%), and attitudinal barriers (80%).

Discussions: Findings aligned with international asset-based diversity research while demonstrating unique contextual adaptations to Thailand’s multicultural landscape. Notably, exceptionally high community collaboration implementation rates (80-100%) suggest Thai principals developed uniquely effective culturally responsive engagement approaches surpassing Western contexts. The tension between centralized educational policies and localized culturally responsive approaches emerged as a significant systemic challenge, reflecting the broader centralization-localization dilemma documented in Southeast Asian education systems.

Conclusion: Educational leadership paradigm transformation recommendations encompassed five interconnected areas: developing leaders’ asset-based mindsets valuing diversity, creating supportive policy systems, implementing culturally integrated curriculum frameworks, enhancing personnel cultural competencies, and establishing continuous assessment practices. These recommendations collectively offer promising pathways for Thai education to more effectively serve its diverse student populations while respectfully leveraging cultural differences as valuable educational assets.

Stakeholder Needs and Expected Learning Outcomes: An Analysis of a Bachelor of Arts in English Program

Daranee Choomthong — 2025-12-03

Background and Objectives: Maejo University offers a Bachelor of Arts in English, and the program is subject to a five-year revision cycle. As part of the curriculum development process, we recognize the significance that developing an effective curriculum has for stakeholders. A well-conducted needs analysis, including different stakeholder groups, is believed to lead to well-articulated Expected Learning Outcomes (ELOs). Therefore, this study incorporates stakeholders, as identified by ASEAN University Network – Quality Assurance (AUN-QA), to investigate their English language learning needs and to develop the ELOs of the program and its respective English courses.

Methodology: The study employed a qualitative approach, utilizing focus group discussions with 76 participants who were selected through purposive sampling. Participants comprised first-year students of the program, alumni, employers, university teachers, and university administrators. The analysis involved coding the data based on themes derived from the focus group discussions. To ensure trustworthiness, these themes were identified, refined, and then coded through a careful examination of the participants’ responses by two researchers. HyperRESEARCH 4.5.4 was used to both unveil the English learning needs for a Bachelor of Arts in English and calculate their frequency.

Main Results: The findings led to a redesign of ELOs. The curriculum was redesigned to equip the students with more listening and speaking courses. The redesign included the addition of linguistics and literature courses, which are viewed as a foundation for developing language skills. Technology in translation courses was incorporated into the new curriculum. Literature courses were revised to help the students better understand Western cultures. Additional languages such as Japanese and Mandarin, for students who wish to work in the service industry, remain part of the curriculum. Soft skills such as service mindedness, confidence, and promoting lifelong learning have also been incorporated as ELOs for the program.

Discussions: The study highlights the refinement of ELOs for the BA in English program. Both hard and soft skills that are required for success in the program were based on stakeholder’s professed insight and needs for higher education level English learning. The findings suggest that common ground exists among stakeholder groups regarding their perceptions of the importance of oral English communication in the workplace and the value of additional languages for service industry careers. The study also discusses the integration of soft skills, such as leadership, teamwork, and lifelong learning, as they are necessary for working life and help articulate the vision of the university.

Conclusions: The study provides empirical evidence from a stakeholder-driven needs analysis to inform the curriculum development of a BA in English program. The study emphasizes that curriculum design is an ongoing process that responds to the changing needs of teaching and learning in higher education. It is evident that the stakeholders in this study prioritized English speaking and listening skills as well as communicative competencies. Additionally, literature and linguistics courses were acknowledged as a foundation for language development. Soft skills such as lifelong learning, teamwork, and service-mindedness were also found to be essential for both work and study.

Efficiency of Research and Development (R&D) Investment in Chinese Higher Education: A DEA-Malmquist Analysis

Haidong Sun — 2025-11-28

Background and Objectives: Higher education institutions (HEIs) are crucial to scientific research and technological innovation, playing a key role in both regional and national development. Despite increasing government investments in research and development (R&D), significant disparities persist in efficiency across Chinese provinces. Previous studies have been limited in scope, either focusing on single regions, covering short time spans, or lacking a dynamic perspective on efficiency changes. This study addresses these gaps by conducting a nationwide, long-term empirical analysis of HEI R&D efficiency across 31 provinces from 2018 to 2023. The objective is to evaluate efficiency variations, identify regional disparities, and provide policy recommendations for optimizing HEI R&D resource allocation.

Methodology: This study employed the Banker–Charnes–Cooper Data Envelopment Analysis (BCC-DEA) model to measure HEI R&D efficiency. It used R&D expenditure and personnel as input variables, while patents and academic publications comprised output variables. Additionally, the Malmquist index was applied to examine efficiency dynamics over time. Data was sourced from the Compilation of Higher Education Science and Technology Statistics (2018–2023) to ensure reliability. This combined approach enabled a comprehensive evaluation of both static and dynamic efficiency, providing insights into technical efficiency, scale efficiency, and the impact of technological progress on productivity changes.

Main Results: The findings indicate significant regional disparities in HEI R&D efficiency across China. Shanghai and Xinjiang consistently achieve high DEA efficiency, benefiting from strong research infrastructure and favorable policy support. In contrast, provinces such as Anhui, Jiangxi, and Guangdong demonstrate lower efficiency levels and input redundancy, highlighting inefficiencies in resource allocation. The Malmquist index decomposition reveals that technological progress is the primary driver of total factor productivity (TFP) growth, yet many provinces fail to effectively translate technological advancements into productivity improvements. While some regions maximize technological innovation for efficiency gains, others struggle with weak research output commercialization and limited policy support, leading to persistent inefficiencies.

Discussions: The study underscores that economic development, policy support, and technology commercialization are key determinants of HEI R&D efficiency. Developed coastal regions benefit from better technology transfer mechanisms, research infrastructure, and financial resources, allowing them to achieve higher TFP growth. However, provinces with high R&D investment but low efficiency indicate barriers in converting research into practical applications, often due to weak industry linkages and funding inefficiencies. Policy interventions should prioritize bridging the gap between technological progress and commercialization by strengthening university-industry collaboration, optimizing R&D resource allocation, and enhancing knowledge-sharing networks. Addressing these inefficiencies is crucial for promoting balanced regional innovation and improving the overall research ecosystem.

Conclusions: To enhance HEI R&D efficiency and reduce regional disparities, targeted policies should be implemented. Financial support for underperforming regions, enhanced university-industry collaboration, and optimized technology commercialization mechanisms are key strategies. Promoting inter-regional HEI cooperation can improve resource sharing, talent mobility, and knowledge spillovers, fostering a more integrated innovation network. Policymakers should ensure that technological advancements translate into productivity gains, aligning research outputs with industry needs. Strengthening policy coordination and refining funding mechanisms will contribute to a balanced and efficient innovation system, supporting sustainable national development.

Urban Governance and Livable City Development: Concepts and Case Studies

Kiatanantha Lounkaew — 2025-09-24

Background and Objectives: Rapid urbanization, climate change, and widening social inequalities have significantly increased the complexity of managing cities worldwide. By 2050, an estimated 68% of the global population will reside in urban areas, creating unprecedented demands on housing, transportation, infrastructure, and public services. These trends demand effective urban governance frameworks that can support sustainable, equitable, and livable development while addressing environmental resilience and social inclusion challenges. While numerous studies focus on urban governance in individual contexts, few offer systematic comparative investigations into how different governance models translate into diverse livability outcomes across varying socio-economic conditions. This study addresses this research gap by exploring the extent to which urban governance models contribute to livability improvements across multiple global contexts. It aims to elucidate the interrelationships between governance configurations, procedural mechanisms, and the contextual factors influencing implementation effectiveness.

Methodology: This study employs a qualitative approach, utilizing thematic analysis grounded in systematic document review and comparative case studies of six cities: Vienna, Melbourne, Rotterdam, Kolkata, Tehran, and Cheongju. These cities were selected based on their diversity in governance models, socio-economic conditions, and environmental challenges. The analytical framework comprises three governance dimensions—institutional, procedural, and outcome—along with their interrelations and contextual influences. Data sources include peer-reviewed literature, official policy documents, and international assessments spanning 2010 to 2024.

Main Results: Cities with well-coordinated institutional structures and robust monitoring systems—such as Vienna and Rotterdam—achieved exceptional performance with 90-95% coverage rates and 80-90% implementation success across multiple governance domains. Environmental pressures served as key catalysts of governance innovation, particularly evident in climate-adaptive cities like Rotterdam and Cheongju, where environmental challenges drove institutional transformation and cross-sectoral coordination. In contrast, cities facing significant resource constraints, like Kolkata, demonstrated remarkable adaptability by attaining 35-55% implementation rates through strategic prioritization, incremental

capacity building, and community-driven initiatives. The study reveals that while governance models vary widely across different contexts, locally adapted strategies can produce convergent livability outcomes through diverse pathways. Performance gaps between high-integration and limited-integration governance patterns highlight the critical importance of aligning institutional ambitions with available capacities and resources.

Discussions: The results highlight the fundamental importance of aligning governance ambitions with institutional and resource capacities, challenging assumptions about universal governance models. Cities that succeeded did so by carefully tailoring implementation strategies to local conditions, institutional legacies, and resource availability, regardless of whether they operated in high-capacity or resource-limited settings. The findings demonstrate that effective governance emerges through context-sensitive adaptation rather than standardized approaches, with successful cities developing hybrid models that combine global best practices with local innovations. Environmental challenges emerged as particularly powerful catalysts for governance transformation, driving innovation and cross-sectoral coordination.

Conclusions: Effective urban governance requires careful synchronization between governance structures, implementation mechanisms, and local realities. The study supports a staged, capacity-based approach to governance development that prioritizes institutional strengthening and adaptive management. Future research should focus on longitudinal analysis of governance transitions, capacity-building mechanisms, and the integration of emerging technologies across diverse urban environments to enhance understanding of governance evolution and livability outcomes.

The Silent Curriculum: Ideologies in Chinese and Thai Primary English Textbooks

Navinda Sujinpram — 2025-09-16

Background and Objectives: English language teaching (ELT) textbooks, as key instruments of instruction, can subtly yet powerfully shape students’ self-perceptions and worldviews through the ideologies they embed, whether explicitly or implicitly. While existing research has frequently examined singular ideological dimensions within ELT materials, such as gender representation or cultural essentialism, comprehensive analyses exploring the interplay of multiple ideological constructs within the same textbook remain limited. This study addresses this gap by investigating the multifaceted ideological representations present in Grade 6 ELT textbooks used in China and Thailand. Specifically, it aims to identify and analyze the dominant ideologies conveyed in these textbooks and compare them in these two distinct socio-cultural contexts.

Methodology: This study employed a mixed-methods approach. Four textbooks were selected, two from each country, with one textbook in each context authored by local writers and the other by foreign authors. The analysis comprised a dual approach: (1) a qualitative analysis of visual representations of social actors, guided by Van Leeuwen’s (2008) socio-semantic framework, and (2) a qualitative analysis of textual content across selected topics, informed by Kachru’s (1992) World Englishes. Quantitative data, including frequency counts and keyness analysis, were utilized to triangulate and corroborate the qualitative findings.

Main Results: The findings indicate the presence of dominant ideologies, including unequal gender representation, a preference for Inner Circle countries, individualism and collectivism, and cosmopolitanism. Regarding gender, the textbooks reinforce male-dominant ideologies and traditional stereotypes, though some instances of counter-representations are present. Inner Circle preferences are pervasive, yet local contexts appear in textbooks by local authors, whereas foreign-authored textbooks largely exclude them. Individualism is particularly prominent in Chinese textbooks and one foreign-authored Thai textbook. Collectivist values, on the other hand, are depicted by portraying special occasions rather than everyday practices. The portrayal of cosmopolitanism varies; some textbooks emphasize global mobility and international exposure, while others adopt a more localized perspective.

Discussions: The prevalence of male-dominant ideologies and gender stereotypes in the textbooks aligns with previous critiques of educational materials as reinforcing traditional gender roles. However, the presence of more equitable gender representations may indicate the increasing influence of global discourses on gender equality and a growing awareness of such discourses among textbook designers. The privileging of Inner Circle countries reflects linguistic imperialism, but the inclusion of ASEAN member countries in Thai-authored textbooks suggests that localized authorship has the potential to challenge such hegemonies. Similarly, the emphasis on individualism reflects global and neoliberal influences, but it contrasts with the collectivist values that remain central to Asian identities. Finally, the uneven representation of cosmopolitan ideals across the textbooks highlights discrepancies in how students are exposed to global perspectives.

Conclusions: The findings reveal both ideological commonalities and localized variations, underscoring the need for teaching materials that reflect the diverse linguistic and cultural realities of learners. These insights carry significant implications for educators, textbook developers, and policymakers, highlighting the importance of designing pedagogical materials that foster inclusivity and cultural awareness.

Generative AI as an English Writing Aid: Thai University Students’ Perceptions and Experiences with ChatGPT and Gemini

Pongsakorn Limna — 2025-09-16

Background and Objectives: The emergence of AI-driven writing assistants has sparked discussions on the potential benefits and drawbacks of these tools in higher education. While AI tools can enhance writing skills, provide instant feedback, and facilitate brainstorming, concerns persist regarding academic integrity, ethical considerations, and over-reliance on AI. This study aimed to explore Thai university students' perceptions and experiences with generative AI tools—ChatGPT and Gemini—within the context of academic writing in English. By examining these students' subjective experiences, this research also sought to better understand the benefits and risks associated with AI-driven writing assistants in higher education, particularly in Thailand’s unique academic environment.

Methodology: A qualitative approach was employed using semi-structured interviews with 12 Thai university students selected through purposive sampling. The study applied thematic analysis to identify key patterns and insights from the participants' responses. NVivo software was used for data organization. The study was grounded in the constructivist paradigm, emphasizing students' subjective experiences and contextual understanding of AI usage in academic writing.

Main Results: Thai university students view ChatGPT and Gemini as valuable aids for academic writing, particularly in brainstorming, structuring ideas, and improving grammar. AI-assisted feedback boosted confidence and writing quality, but concerns about over-reliance, academic integrity, and ethical considerations were prominent. Students employed strategies like paraphrasing and cross-referencing AI-generated content to ensure originality. While AI enhanced language learning through real-time feedback, some feared it might lead to superficial learning and reduced engagement in skill development. The findings underscore the need for clear academic guidelines to help students balance AI use with independent learning.

Discussions: This study highlights the dual nature of AI integration in academic writing—offering both significant advantages and potential risks. Students demonstrated a pragmatic approach, leveraging AI for efficiency while maintaining an awareness of ethical considerations. Their cautious engagement suggests that AI is seen as a supplementary tool rather than a complete replacement for traditional writing and learning methods. The findings align with broader discussions on responsible AI use in education, emphasizing the importance of balanced and mindful engagement with AI technologies. The study also underscores the importance of institutions developing clear guidelines on AI usage, as well as offering digital literacy programs that can help students navigate the ethical and practical aspects of AI integration. These efforts could ensure that AI tools enhance the learning experience without compromising academic integrity or the development of essential writing skills.

Conclusions: This study provides valuable empirical insights into how Thai university students perceive and utilize AI tools, particularly ChatGPT and Gemini, in academic writing. AI tools were found to significantly support writing quality and language development, yet concerns over over-reliance, ethics, and integrity remain. The findings stress the necessity of institutional policies and structured guidance to foster responsible AI use. Future research should include cross-cultural comparisons to examine variations in AI adoption within higher education. Longitudinal studies could assess AI’s long-term impact on writing proficiency, and targeted interventions should be developed to promote balanced and ethical AI integration in academic contexts.

Patterns of Deceptive Vote-Buying Tactics by Local Politicians: Implications for Moral Integrity and the Erosion of Democratic Foundations

Utis Tahom — 2025-11-17

Background and Objectives: Vote-buying is a pervasive political phenomenon that undermines democratic principles, particularly in local governance structures. This study examines the deceptive vote-buying tactics employed by local politicians in rural Thailand, focusing on their impacts on democratic values, governance, and public morality. The research aims to analyze the mechanisms through which politicians manipulate the electoral process, the role of economic vulnerability in perpetuating vote-buying, and the long-term consequences for democratic development. Understanding these patterns is essential for formulating policy recommendations to combat electoral corruption and enhance political integrity.

Methodology: The study employed a qualitative research approach, drawing from in-depth interviews, focus group discussions, and non-participant observations in four northeastern Thai provinces: Buriram, Surin, Si Sa Ket, and Ubon Ratchathani. The target participants include general voters, local politicians, community leaders, election officials, and youth representatives. Data collection focused on the types of vote-buying tactics used, public attitudes towards elections, and the societal implications of these corrupt practices. Additionally, secondary data from political science literature and electoral reports were analyzed to contextualize findings within broader theoretical frameworks.

Main Results: The study revealed a multifaceted pattern of vote-buying strategies employed by local politicians in rural Thailand, reflecting a deeply entrenched culture of transactional politics. These tactics range from direct cash payments and the provision of consumer goods to false development promises, digital vote-buying via online transfers, and the mobilization of long-standing patronage networks. Economically vulnerable groups—particularly low-income households and the elderly—are systematically targeted due to their heightened dependency on state assistance and limited political agency. Beyond material inducements, coercive measures such as threats to withhold welfare benefits are deployed to manipulate voter behavior. Notably, the normalization of such practices within rural communities has blurred the moral boundaries between legitimate campaigning and corrupt exchange. Vote-buying is often perceived not as an act of electoral malfeasance but as a socially accepted reciprocity. This perception contributes to the erosion of democratic values, diminishes political accountability, and perpetuates a cycle of ineffective and self-interested governance.

Discussions: The research underscores the ethical implications of vote-buying, demonstrating its role in eroding democratic values and public trust in governance. The practice reinforces systemic corruption, weakens political accountability, and prioritizes personal financial gain over genuine policy-driven governance. Moreover, vote-buying perpetuates a cycle of ineffective leadership, as politicians who attain power through financial incentives often seek to recoup their expenditures rather than fulfill campaign promises. Institutional weaknesses, including ineffective enforcement mechanisms by the Election Commission of Thailand, further enable these corrupt practices to persist.

Conclusions: Vote-buying poses a significant threat to democratic integrity, particularly in local political systems where patronage networks are deeply entrenched. Addressing this issue requires comprehensive legal reforms, stronger law enforcement, and increased political literacy among citizens. Strengthening civic engagement and fostering a political culture based on transparency and accountability are critical for reducing electoral corruption. By implementing systemic changes and raising awareness about the detrimental effects of vote-buying, Thailand can move towards a more equitable and democratic electoral process.

Textual Analysis of Conceptual Associations in CEFR B2 Level Texts: A Network-based Semantic Representation Approach

Piyathat Siripol — 2025-11-20

Background and Objectives: Lexical cohesion is vital for text comprehension, especially for learners progressing through CEFR levels. While research has focused on logical relations like synonymy and part-whole relationships, conceptual associations remain underexplored. These associations are crucial for cognitive processing and discourse comprehension but appear to be underrepresented in CEFR-B-leveled texts, which may potentially hinder learners’ preparation for C1-level demands. This study examines the patterns and prevalence of conceptual associations in B2 texts, their comparison with logical relations, and the impact of topic complexity on their distribution.

Methodology: The study was conducted in two phases, with the initial phase involving the collection of verified B2 level texts. In the second phase, automated analysis via the UCREL Semantic Analysis System (SAS) was used to categorize words into broad conceptual groups, while a manual approach based on Town’s (2021) taxonomy was used to verify their actual association. A semantic network analysis based on Yang and González-Bailón’s (2017) framework was adapted to examine concept clustering. The semantic network was automatically generated and quantified by the numbers of nodes and clusters present in B2 level texts.

Main Results: B2 texts showed an uneven use of lexical cohesion, relying more on simpler, explicit logical relationships. In all five texts examined, the use of logical relations (such as parent-child and part-whole relationships) outnumbered the use of other conceptual associations. In the five texts combined, logical relations occurred 92 times, whereas conceptual associations occurred 39 times. While this aids initial clarity, it creates a gap for learners moving to higher proficiency levels, where they need to connect ideas less explicitly via modeled B2 texts. Despite the similar totals of cohesive relationships (logical and conceptual associations) from the approximately 20 relationships in each text, B2 texts vary significantly in their use of conceptual association.

Discussions: The dominance of logical relations in B2 texts may limit learners' development of abstract reasoning and inferencing skills, which are critical at higher proficiency levels. While logical relations provide structural clarity, they lack the deeper conceptual connections needed for C1 comprehension. Topic variations also affect conceptual richness, emphasizing the need for intentional text selection. A balanced integration of conceptual associations with logical relations could enhance engagement and better align with CEFR descriptors and expectations.

Conclusions: These findings contribute to a deeper understanding of lexical cohesion in B2 texts and emphasize the importance of designing instructional materials that bridge the gap between explicit logical structures and abstract conceptual reasoning. To improve text cohesion and support learners’ transition to higher proficiency, B2 materials should incorporate more conceptual associations, particularly entity-based relationships and abstract linkages. By strengthening these connections, reading materials can better align with CEFR descriptors and prepare learners for complex and abstract textual comprehension at the C1 level. Future research should explore effective strategies for integrating conceptual associations into B2 materials and examine their impact on learner comprehension and retention.