Suranaree Journal of Social Science

The Discursive Construction of Beauty Ideals among Chinese Female Influencers on 小红书 Xiaohongshu: A Semiotic and Critical Discourse Analysis

Siriporn Bunprakob, Unaree Taladngoen — Tue, 25 Aug 2026 00:00:00 +0700

Background and Objectives: As a combination of social media and e-commerce platforms, Xiaohongshu serves as an online social venue for Chinese women to produce, reproduce, consume, and circulate beauty-related information, knowledge, and experiences. This interaction may contribute to the discursive construction of beauty ideals among female audiences, normalizing socially accepted beauty standards. Consequently, the present study examines the discursive construction of beauty ideals among Chinese female influencers on Xiaohongshu through the lenses of Critical Discourse Analysis (CDA), semiotic analysis, and social identity theory.

Methodology: The present study employed a qualitative research method, supplemented by descriptive statistics to provide quantitative support, specifically in terms of frequencies and percentages. The samples were 355 hashtags, accompanied by photographs, short video clips, and captions, collected from 70 popular beauty-related posts published by Chinese female influencers on Xiaohongshu between January 1st and July 31st, 2025. These hashtags were purposively selected from posts with a minimum popularity threshold of 10,000 likes. The data were analyzed based on the conceptual frameworks of Critical Discourse Analysis (CDA), semiotic analysis, and social identity theory. Additionally, the accompanying photos, short video clips, and captions were used to supplement the textual analysis.

Main Results: The findings revealed three dominant beauty discourses: transformative beauty journeys, technical aesthetics and beauty practices, and idealized beauty norms. These discourses were shaped by interconnected factors, including Chinese female influencers, consumers, platform mechanisms, and contemporary beauty ideals. This process occurred at three interconnected levels: the textual level, through the repetitive use of popular hashtags; the discursive practice level, through accumulated views, likes, and shares; and the social practice level, through the construction and normalization of socially accepted beauty standards. This discursive construction of beauty ideals was associated with practices of voluntary self-governance, self-care, and self-transformation as a means of maintaining socially accepted beauty standards.

Discussions: This research demonstrates how Xiaohongshu influences the discursive construction of beauty ideals of Chinese female influencers in contemporary Chinese society. The findings, presented through an analysis of beauty discourses and linguistic signs, show that beauty is portrayed not as an inherent quality but as a socially constructed entity. Such construction can be achieved through practices of self-governance, self-care, and self-transformation. While Xiaohongshu promotes Chinese female influencers’ engagement in the discursive construction of beauty ideals, it also restricts the concept of beauty to socially accepted beauty standards of a fair complexion, youthful looks, and a slim figure. Consequently, a critical understanding of beauty discourses may contribute to promoting beauty diversity and equality and enabling Chinese women to navigate this social pressure.

Conclusions: The beauty discourses and the discursive construction of beauty ideals found on Xiaohongshu exemplify complex social, cultural, and economic dynamics in contemporary Chinese society. These discourses reflect existing beauty ideals and reinforce social and professional expectations, prompting women to voluntarily govern and transform themselves to achieve socially accepted beauty norms. While this engagement seems voluntary, it appears to carry significant social pressure. Thus, future research should examine the relevance of positive body image and media literacy for maintaining well-being and emotional stability.

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

Chatuwit Keawsuwan, Mutita Khumnun, Natnaree Vaskul — Mon, 27 Jul 2026 00:00:00 +0700

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.

Exploring External Influences on Women’s Entrepreneurial Intention: Evidence from Women-Owned Restaurant Small and Medium-sized Enterprises in Northeastern Thailand

Chanikan Suparsuk, Wannapa Naburana — Tue, 18 Aug 2026 00:00:00 +0700

Background and Objectives: Despite the increasing presence of female restaurant entrepreneurs in Northeastern Thailand, many continue to face significant obstacles that threaten their survival. The regional Small and Medium-sized Enterprise (SME) growth rate remains weak, and the high turnover rate among female entrepreneurs stems primarily from limited financial resources, limited access to credit, and insufficient managerial skills. Existing research has not adequately examined external determinants influencing women’s entrepreneurial intentions, such as access to capital, materials, and labor; opportunities for experiential learning; advances in technology that enhance operational efficiency; and government support, including regulatory guidance and financial assistance. This study investigates how these elements shape the entrepreneurial decision-making of women in the Northeastern region. The results will guide policy formulation and facilitate initiatives to foster sustainable long-term growth of women-owned SMEs in the region.

Methodology: A quantitative survey design with stratified sampling was employed. The sample consisted of 259 female entrepreneurs operating small and medium-sized enterprise restaurants across 20 Northeastern provinces. Data collection captured demographic and business characteristics. Descriptive statistics were used to summarize respondent profiles, while inferential statistics tested the research hypotheses. Multiple Regression Analysis examined the effects of resource availability, learning experience, technological advancement, and government support on entrepreneurial intention.

Results: Resource readiness, including access to capital, quality raw materials, and skilled labor showed a strong positive influence on entrepreneurial intention (p < 0.05). Adequate resources increased confidence in starting and expanding a business while reducing operational risks. Learning experiences derived from practical work and training also had a significant effect (p < 0.05), emphasizing the value of experiential knowledge in informed decision-making. Technological advancement, particularly the use of online sales platforms and social media marketing, enhanced efficiency and expanded customer reach (p < 0.05). By contrast, government support was not statistically significant (p > 0.05), indicating that existing programs may not effectively meet entrepreneurs’ needs or may be difficult to access and utilize.

Discussions: The findings highlight that resource readiness and learning experience are central to fostering entrepreneurial intentions among female restaurateurs. Access to necessary resources lowers entry barriers and strengthens competitiveness, while experiential learning enables entrepreneurs to adapt to shifting market conditions. Technology adoption further supports entrepreneurial intention by improving operations, marketing, and customer engagement factors essential for SMEs in highly competitive environments. The absence of significant impact from government support suggests that policies may be misaligned with real challenges or insufficiently implemented. A significant number of female entrepreneurs continue to rely on personal resources or local networks instead of structured government assistance.

Conclusions: This study indicates that entrepreneurs should prioritize self-development by cultivating resources, accumulating experience, and applying technology to improve their competitiveness. Insufficient government support indicates that current approaches do not adequately address the genuine needs of these businesses. Policymakers should enhance support strategies to make them more targeted, including offering microfinance options tailored to the restaurant sector, delivering digital skills training specifically for female entrepreneurs, and establishing business networks that reflect industry characteristics.

Epistemic Peacebuilding: Daoist Philosophy Critique of Moral Authority and the Case for Cultivating Contextual Pluralism for a Sustainable Peace

Denpong Saenkum, Homhuan Buarabha, Theptawee Chokvasin — Mon, 31 Aug 2026 00:00:00 +0700

Background and Objectives: Recent peace and critical studies increasingly recognize epistemic violence as a key form of harm embedded in knowledge systems that authorize domination and exclusion. While existing scholarship has exposed its colonial and structural dimensions of epistemic violence, most approaches remain confined to critique and reform within dominant epistemic frameworks, risking the reproduction of epistemic hierarchies. Drawing on Daoist philosophy as interpreted through Johan Galtung’s peace theory, this article seeks to reconceptualize peace beyond a negative peace by developing Daoist epistemic peacebuilding as an ethical condition of non-imposition and relational harmony.

Methodology: This study adopts a qualitative theoretical approach grounded in philosophical analysis and critical literature synthesis. Comparative conceptual analysis is used to contrast dominant paradigms of epistemic critique with an alternative framework emphasizing epistemic release rather than resistance.

Results: The analysis demonstrates that dominant approaches to epistemic violence remain tied to representational politics and normative correction, emphasizing inclusion, voice, and epistemic justice within existing knowledge regimes. While these approaches successfully expose structural inequalities, they often preserve the authority of epistemic judgment itself. In contrast, Daoist epistemology reframes conflict and violence as relational energies requiring balance rather than elimination. Applied to peace studies, this perspective reveals that epistemic violence arises not only from exclusion but from the compulsion to define, categorize, and govern knowledge. Daoist epistemic peacebuilding, therefore, rejects the pursuit of epistemic supremacy, whether hegemonic or counter-hegemonic, and instead emphasizes non-judgment, fluidity, and coexistence without epistemic control. Peace emerges not through institutional regulation or epistemic reform, but through the de-centering of epistemic authority altogether.

Discussions: The findings suggest that Daoist epistemic peacebuilding fundamentally challenges the assumptions underpinning both negative peace and critical peace paradigms. Whereas epistemic violence scholarship often calls for structural reform, Daoist philosophy introduces an ontological shift that suspends the logic of domination embedded in knowledge production. This reframing complicates prevailing notions of emancipation, resistance, and progress, suggesting that peace cannot be engineered through epistemic governance, even in emancipatory forms. Instead, peace is understood as an ethical condition of non-imposition, where difference is neither corrected nor assimilated. This perspective contributes to ongoing debates on decoloniality by offering a mode of peace that does not rely on counter-hegemonic truth claims, thereby avoiding the reproduction of epistemic violence under the guise of critique. This suggests rethinking human nature beyond control, highlighting ethical coexistence, spontaneity, and different understandings of the world. All of this becomes possible when it is understood that epistemological standpoints cannot be fully judged against one another.

Conclusions: This article concludes that sustainable peace requires moving beyond epistemic justice toward an epistemic condition without hierarchy or moral supremacy. Daoist epistemic peacebuilding provides a novel theoretical contribution by reconceptualizing peace as harmony without epistemic governance. By shifting attention from institutional solutions and epistemic reform to relational balance and non-coercive coexistence, the study opens new possibilities for peace theory, decolonial thought, and educational practice. Future research may explore how this framework can inform empirical studies and pedagogical models that seek to cultivate peace without reproducing epistemic domination.

Factors Affecting the Emotional Intelligence of Children in Early Childhood in Thailand

Kullachat Pantuworakul, Mesa Nuansri — Wed, 19 Aug 2026 00:00:00 +0700

Background and Objectives: Emotional intelligence (EQ) during early childhood forms the foundation for social, emotional, and behavioral competencies essential for lifelong development. Although previous studies have identified multiple factors influencing children’s EQ, comprehensive investigations integrating parenting styles, parental expectations, family emotional environment, sociocultural context, and learning experience provision remain limited in Thailand. This study aimed to (1) examine the levels of these five influencing factors, (2) investigate the emotional intelligence levels of children in early childhood, and (3) analyze the extent to which these factors predict children’s emotional intelligence.

Methodology: This quantitative study involved 360 early childhood teachers working in schools under the Office of the Basic Education Commission (OBEC) in Thailand, selected through multistage random sampling. Data were collected using a validated Likert scale questionnaire with high reliability (Cronbach’s α = 0.81–0.91 for influencing factors; 0.78–0.88 for emotional intelligence). Descriptive statistics, Pearson’s correlation coefficients, and stepwise multiple regression analysis were employed to address the research objectives.

Results: The five influencing factors—parenting styles, parental expectations, family emotional environment, sociocultural context, and learning experience provision—were all rated high (overall x̄ = 3.68, S.D. = 0.61), with learning experience provision receiving the highest score and parenting styles the lowest. Children’s emotional intelligence was also rated high (overall x̄ = 3.69, S.D. = 0.71), with social skills scoring highest and self-management lowest. Correlation analysis revealed significant positive relationships between all factors and emotional intelligence (r = .718 –.778, p < .01). Regression analysis indicated that the five predictors collectively explained 77.50% of the variance in emotional intelligence (R²_adj = .775). The strongest predictor was the family emotional environment (β = .490), followed by parental expectations (β = .247), sociocultural context (β = .127), parenting styles (β = .101), and learning experience provision (β = .063).

Discussions: Findings showed that all five factors—parenting styles, parental expectations, family emotional environment, sociocultural context, and learning experience provision—were at a high level, reflecting strong family–school–community support for children’s emotional development. Children demonstrated high emotional intelligence, especially in social skills, consistent with Thai cultural norms emphasizing social harmony. Regression results indicated that five factors predicted 77.80% of emotional intelligence, with family emotional environment as the strongest predictor, followed by parental expectations and sociocultural context. Although parenting styles and learning experience provision had lower predictive power, they remained significant, suggesting that emotional development stems from the combined influence of family systems, cultural context, and structured learning. Overall, the findings highlight the need for collaborative efforts across home, school, and community to foster holistic emotional growth in early childhood.

Conclusions: Children in early childhood in Thailand exhibit high emotional intelligence, supported by strong home, school, and sociocultural environments. The family emotional environment is the strongest predictor, followed by parental expectations and sociocultural context. These findings suggest that collaboration among families, educators, and communities is essential in promoting children’s emotional development. The results provide empirical evidence to guide policy development, parenting practices, and enhancement of early childhood curricula in Thailand.

AI-Assisted Multimodal Discourse Analysis Learning Model to Enhance Critical Literacy Skills

I Kadek Adhi Dwipayana, I Made Sutama, I Wayan Rasna, I Wayan Artika — Thu, 20 Aug 2026 00:00:00 +0700

Background and Objectives: Critical literacy, a key four C's (4C) competencies, is essential for navigating digital complexities. In today’s context, critical literacy goes beyond understanding texts, involving the ability to interpret meanings across modes, uncover underlying ideologies, and critically evaluate the intent and credibility of persuasive or manipulative messages. Yet discourse analysis in Indonesian universities remains confined to linear texts, limiting engagement with multimodal discourse. Emerging artificial intelligence (AI) offers promising opportunities, though its pedagogical applications remain underexplored. AI has the potential to serve as a learning assistant, capable of performing keyword extraction or topic modeling, bias analysis, image–text relation mapping, and sentiment analysis. Despite recognition of multimodal literacy and AI-assisted learning, structured pedagogical models are absent. This study introduces Discourse Interpretation through Systematic Critical Evaluation with Responsive AI-Navigation (DISCERN-AI) model, an AI-integrated model to scaffold reflection, enhance multimodal literacy, and enrich higher education.

Methodology: This study employed a research and development (R&D) design involving experts, lecturers, and 120 fourth- and fifth- semester students from four universities in Bali. Data collection focused on validity, practicality, and effectiveness. Model validation was conducted by five experts using Aiken’s V, while practicality and effectiveness were examined though Likert-scale questionnaires and pre–post testing. Data analysis employed a mixed-methods approach, combining ANCOVA, effect size estimation, and thematic analysis to ensure comprehensive triangulation.

Results: The DISCERN-AI model comprises six phases, systematically designed as an operational framework for facilitating multimodal analysis in the classroom. Construct validity testing indicated a very high level, V value of 0.88, while content validity analysis yielded a mean coefficient of 0.86, categorized as very valid. Practicality testing by lecturers of the Discourse Analysis course further confirmed the model’s applicability, obtaining a mean score of 3.90, categorized highly practical. Effectiveness was evaluated through effect size analysis using Cohen’s d. Comparison of posttest results between experimental and control groups produced an effect size 1.32, which falls into the large category.

Discussions: The DISCERN-AI model brings together critical pedagogy, multimodal discourse analysis, and AI-assisted learning through responsive navigation and multimodal triangulation. Findings from empirical testing show high levels of construct and content validity (V = 0.88 & V = 0.86), strong practicality (M = 3.90), and notable effectiveness (Cohen’s d = 1.32). These results highlight the model’s solid potential to foster critical literacy skills in higher education, aligning with the growing global emphasis on technology supported critical pedagogy. This model guided students to examine textual representations across various modes—verbal, visual, and audiovisual—thereby fostering their interpretive, evaluative, and synthetic skills.

Conclusions: The DISCERN-AI model demonstrates strong theoretical validity, practical feasibility, and pedagogical effectiveness in enhacing students’ multimodal critical literacy. Aligned with critical and multimodal discourse analysis frameworks and 21 st-century competencies, the model contributes to theories of multimodal and critical digital literacy. Therefore, DISCERN-AI can be positioned as an innovative pedagogical model that addresses the demands of critical literacy in the digital era. The model also provides conceptual contributions to the theories of multimodal literacy and critical digital literacy.

Bridging the Seasonal Gap: Virtual Tours, Sense of Presence, and Visit Intention in a Dam-Dependent Destination

Worapon Manosroi, Apisak Phromfaiy — Tue, 25 Aug 2026 00:00:00 +0700

Background and Objectives: Seasonality poses a significant structural problem for nature-based tourism destinations, especially in developing countries. Regions reliant on hydrological conditions frequently encounter significant variations in tourist numbers, causing economic instability during off-peak periods. Traditional marketing instruments, like static websites, inadequately close the psychological gap between travelers and destinations when physical access is strictly prohibited. Addressing a critical research gap, this study examines the effectiveness of 360-degree Virtual Tours not merely as a pre-trip planning tool, but as a strategic substitute during forced seasonal closures. Utilizing the S-O-R framework, this study aims to empirically assess the impact of immersive media on potential tourists' Sense of Presence, Destination Image, and Visit Intention in Tha Pla District.

Methodology: This study employed a quantitative, quasi-experimental pre-test/post-test control group design to isolate causal effects. The sample consisted of 80 participants recruited via strict inclusion and exclusion criteria, randomly assigned to an experimental group (n = 40, interactive 360-degree virtual tour) or a control group (n = 40, static website). The virtual tour utilized 13K ultra-high-resolution panoramas, while the static site provided identical text with 2D images. Data analysis used a one-way analysis of covariance (ANCOVA) controlling for baseline variables, and a formal serial mediation analysis (PROCESS macro, Model 6) to test the theoretical pathways.

Results: The virtual tour group reported a substantially higher Sense of Presence (M = 4.38) compared to the static website control group (M = 2.07). The ANCOVA results confirmed significantly higher post-intervention scores for Destination Image (F(1, 75) = 241.41, p < .001, ηp2 = .756) and Visit Intention (F(1, 75) = 181.50, p < .001, ηp2 = .699), demonstrating a large effect size. Furthermore, formal mediation testing confirmed that Sense of Presence and Destination Image act as full serial mediators between media richness and visit intention, proving the psychological mechanism of the S-O-R framework.

Discussions: The findings robustly validate the integration of the S-O-R model with media richness theory within the novel context of seasonal tourism. The significant disparity in results confirms that "Sense of Presence" acts as a pivotal organismic mediator, translating the technological affordances of VR into positive marketing outcomes. Unlike static media, which failed to overcome the "out-of-sight" barrier, the virtual tour successfully triggered the “substitution effect,” proving that digital immersion can satisfy the psychological need for travel when physical access is constrained. Overcoming seasonality requires not just information dissemination, but the strategic creation of a "telepresent" experience to maintain cognitive and affective bonds.

Conclusions: This research establishes that 360-degree virtual tours are a vital strategic asset for destination resilience, validating the substitution effect. By decoupling destination marketing from hydrological cycles, destination marketing organizations (DMOs) can sustain tourist interest during off-peak periods. Investing in immersive digital assets provides a high-ROI mechanism to overcome the "out-of-sight" barrier, ensuring continuous engagement and long-term sustainability for peripheral tourism communities facing severe seasonal fluctuations. Future research should expand this framework across diverse geographical contexts to further establish VR as a standard crisis management tool.

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

Chatphat Titiakarawongse — Thu, 09 Jul 2026 00:00:00 +0700

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.

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

Amerigo Ramos — Mon, 09 Feb 2026 00:00:00 +0700

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, Rendel Batchar, Carlo Jaime Manguil — Tue, 04 Aug 2026 00:00:00 +0700

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, Kietnawin Sridhanyarat — Thu, 11 Jun 2026 00:00:00 +0700

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.

Development and Validation of a Well-being Scale for Hybrid Workers in Thailand: A Mixed Methods Study

Soontaree Sookhanaphibarn — Fri, 21 Aug 2026 00:00:00 +0700

The rapid shift to hybrid working has affected employee well-being in multidimensional ways that existing instruments—particularly those developed outside the Thai context—may not adequately capture. This highlights an important gap in current Thai well-being scales, as cultural nuances shape how employees perceive flexibility, social connection, and work–life boundaries. This study aimed to: (1) examine the general state and components of well-being among hybrid workers, (2) develop a contextually appropriate well-being measurement scale, and (3) evaluate its psychometric properties to provide a valid tool for human resource development in Thailand.

Methodology: A mixed-methods research design following a sequential exploratory design was employed. Phase 1 involved qualitative in-depth interviews with 25 employees from five major industries—Technology, Finance, Manufacturing, Education, and Services—each with at least one year of hybrid work experience. Thematic analysis was used to generate scale items based on real work experiences. Phase 2 involved quantitative research with 414 hybrid workers recruited through quota and volunteer sampling. The resulting measurement tool was a 32-item scale using a 5-point Likert response format. Data analysis included descriptive statistics, item discrimination, reliability assessment, and Confirmatory Factor Analysis (CFA) using composite scores.

Main Results: Thematic analysis revealed two key insights specific to the Thai context: the need for “Task–Location Fit” and a “Divergence in Relationships,” characterized by stronger family connections but weaker collegial ties. These insights informed the development of a 32-item scale representing five dimensions based on the PERMA framework. CFA results demonstrated excellent construct validity, with model fit indices indicating a strong fit (χ² = 2.29, df = 3, p = .515, CFI = 1.00, TLI = 1.00, RMSEA = 0.00, SRMR = 0.004). Reliability ranged from .85 to .92 across the five dimensions. The strongest factor loadings were found for Engagement (0.943) and Relationships (0.921), followed by Accomplishment (0.837), Positive Emotion (0.832), and Meaning (0.829). Despite overall high well-being, the study identified a “hidden vulnerable group,” representing 26.3 percent of employees at risk.

Discussions: The findings support the applicability of the PERMA framework within hybrid work settings and demonstrate strong alignment between the scale and real working conditions in Thailand. The excellent model fit can be attributed to the composite-level analytic approach, which reduces measurement error and improves model parsimony. Correlated errors reflect the interconnected nature of well-being dimensions in workplace environments. The particularly strong influence of Engagement and Relationships highlights the unique cultural importance of social harmony and group cohesion in Thailand. Reduced face-to-face interaction in hybrid settings requires targeted interventions to prevent social isolation—an issue that may be less critical in more individualistic cultures.

Conclusions: The developed scale demonstrates strong psychometric properties and is suitable for assessing well-being levels and screening at-risk groups for workforce development in the new normal. For the Thai context, the scale provides a valuable evidence-based tool for organizational policy-making. Executives should implement proactive strategies such as outcome-based management and hybrid team-building activities to strengthen social connections. This study contributes a localized tool that supports sustainable employee well-being and enhances organizational competitiveness in Thailand’s evolving labor landscape.

Pre-Task Planning Mediated with Ginger Writer Software to Enhance EFL Tertiary Students’ Writing Performance

Tue, 25 Aug 2026 00:00:00 +0700

Background and Objectives: The method of teaching writing has transformed from a product-oriented to a process-oriented approach, emphasizing the need for planning, producing, revising, and editing to enhance students’ writing performance. Although pre-task planning (PTP) enhances organization, content, and fluency, previous research has indicated its minimal impact on grammatical accuracy. Additionally, online tools like Ginger Writer software improve vocabulary use and resolve mechanics and grammar problems. However, combining the advantages of PTP and Ginger Writer software in the writing classroom is expected to boost students’ writing performance across all aspects of writing. There is still limited research integrating both approaches. Therefore, this study aimed to investigate the effect of combining PTP and Ginger Writer software on tertiary students’ writing performance and its specific aspects in the Indonesian EFL (English as a Foreign Language) context.

Methodology: This study employed a quasi-experimental research design with a non-equivalent pre-test and post-test structure involving 42 students form the English department at a private university in Indonesia. The experimental group received instruction combining PTP and Ginger Writer software, while the control group followed the conventional processwriting approach using an electronic dictionary without AI-assisted feedback. The data were analyzed by using one-way ANCOVA to control for prior writing ability as a covariate, thereby adjusting for baseline differences between the groups.

Results: The ANCOVA results revealed a significant difference in overall writing performance between the experimental and control groups after controlling for prior writing ability. The combination of PTP and Ginger Writer software produced a large effect, indicating substantial improvement in students’ writing performance. Further analysis of each aspect of writing showed significant improvement in organization and mechanics, with moderate-to-large effect sizes. However, there was no significant difference in content, vocabulary, and grammar. Overall, integrating PTP with Ginger Writer software enhanced writing quality, particularly in organization and mechanics.

Discussions: The findings revealed that combining PTP and Ginger Writer software significantly enhanced students’ overall writing performance, with a large effect size. This supports earlier studies showing the benefits of PTP for organization and Ginger Writer software’s effectiveness in improving mechanics. Further analysis indicated that the combination had the most significant effects on organization, while its impact on mechanics remained moderate. These results suggest that using PTP with Ginger Writer software fosters more organized and technically sound writing among tertiary EFL learners, particularly when technology is meaningfully integrated into process-oriented writing instruction.

Conclusions: This study found that the integration of PTP and Ginger Writer software significantly improved tertiary students’ writing performance. The combination positively influenced two aspects of writing: organization and mechanics while content, vocabulary, and grammar showed no significant improvement. These findings highlight that PTP helps students generate and organize ideas, whereas Ginger Writer software supports writing mechanics. Therefore, English teachers are encouraged to incorporate both strategies to enhance students’ overall writing quality. Future studies are recommended to explore this integration’s impact on higher-level writing aspects more in depth.

The Role of Perceived Organizational Support, Cultural Intelligence and Marital Status in Influencing the Expatriation Willingness of Chinese Teachers

I-Wen Chou, Guo Jing — Mon, 24 Aug 2026 00:00:00 +0700

Background and Objectives: As globalization increases the demand for internationally mobile professionals, organizations face growing challenges in attracting and retaining qualified personnel for overseas assignments. Among various professional groups, Teachers of Chinese as a Foreign Language (TCFLs) represent a unique category of knowledge-based professionals whose work requires both specialized expertise and cross-cultural adaptability. In particular, little is known about how perceived organizational support (POS) and cultural intelligence jointly shape TCFLs’ willingness to accept expatriate assignments in Thailand. To address this gap, this study examines whether knowledge sharing moderates the relationships between POS, cultural intelligence, and expatriation willingness to Thailand (EWT).

Methodology: Snowball sampling was employed to recruit participants from universities in Sichuan and Yunnan provinces, China. An online questionnaire was distributed to TCFLs in March 2025, yielding 410 responses. After excluding 23 invalid questionnaires, 387 valid responses remained for analysis. This final sample size of 387 slightly exceeds the recommended minimum of 384.16, indicating adequate statistical power for the planned analyses. Hierarchical regression analyses were conducted using SPSS 25.0. Confirmatory factor analysis (CFA) was conducted using Mplus 8 to assess construct reliability and validity, including convergent validity, discriminant validity, and model fit.

Main Results: The results indicate that POS significantly enhances EWT. Cultural intelligence partially mediates this relationship. In addition, knowledge sharing weakens the positive effects of POS on both cultural intelligence and EWT. By contrast, the moderating effect of marital status on the relationship between POS and EWT is not statistically significant.

Discussions: This study deepens the understanding of how POS influences EWT among knowledge workers-TCFLs. The mediating role of cultural intelligence suggests that organizational support not only shapes employees’ assignment-related intentions but also enhances their psychological readiness for cross-cultural engagement. The unexpected negative moderating effect of knowledge sharing challenges the common assumption that knowledge sharing is uniformly beneficial. It suggests that excessive or unstructured knowledge exchange may generate concerns regarding professional differentiation, competitive pressure, or uncontrolled disclosure of expertise. These concerns may, in turn, weaken the motivational impact of organizational support. Finally, the non-significant role of marital status suggests that expatriation willingness is driven more by organizational and psychological factors than by demographic characteristics.

Conclusions: Cultural intelligence plays a partial mediating role in the relationship between POS and EWT. However, excessive knowledge sharing may generate concerns over unrestricted disclosure of expertise and create perceptions of burden or competitive tension, thereby reducing EWT. Institutions should therefore encourage knowledge sharing while simultaneously providing adequate emotional support, resources, and structured incentive mechanisms to promote voluntary knowledge exchange and improve expatriation outcomes. These findings have practical implications for organizations managing knowledge workers in China and Thailand. From a theoretical perspective, this study contributes to the international human resource management and organizational behavior literature by identifying cultural intelligence as a mediating mechanism and knowledge sharing as a boundary condition in the relationship between perceived organizational support and expatriation willingness among professional knowledge workers, with TCFLs serving as the empirical research context.