Sripatum Review of Humanities and Social Sciences

LAWS AND ENVIRONMENTAL PROTECTION: IN THE CASE OF FINE DUST PARTICLES NOT EXCEEDING 2.5 MICRONS

2025-11-18T14:51:02+07:00

The problem of fine particulate matter of less than 2.5 microns (PM 2.5) is an environmental crisis that has severely impacted the health, economy, and environment of Thailand, particularly in urban areas and the northern region, which are affected by open burning activities, forest fires, and heavy traffic. This article aims to analyze the role of Thai law in controlling PM 2.5 by studying the development of environmental legal principles, including key principles such as the precautionary principle, the polluter-pays principle, the principle of sustainable development, and the principle of public participation.
Although Thailand has several relevant laws, such as the Environmental Quality Promotion and Conservation Act B.E. 2535 (1992), the Public Health Act B.E. 2535 (1992), and the Factory Act B.E. 2535 (1992), there is still a lack of specific laws on PM 2.5 and there are limitations in enforcement, such as duplication of authority, outdated air quality standards, and weak participatory mechanisms.
This article proposes legislative and policy reforms, such as enacting specific laws on PM 2.5, increasing penalties, strengthening the role of citizens, and using technology to monitor pollution, to ensure effective, sustainable, and constitutionally aligned management of PM 2.5.

Implementation Approaches of Digital Technology in the Student Care and Support System at Patumkongka School

2025-12-24T14:17:05+07:00

ABSTRACT
The purposes of this research were: 1) to study the priority needs for Implementation Approaches of Digital Technology in the Student Care and Support System at Patumkongka School, and 2) to develop Implementation Approaches of Digital Technology in the Student Care and Support System at Patumkongka School.This study employed an explanatory sequential design.
The quantitative phase involved 64 teachers from Patumkongka School under the Bangkok Secondary Educational Service Area Office 2 in the 2025 academic year. Data were collected using a questionnaire, which demonstrated content validity (IOC = 0.67-1.00) The data were analysed using mean, standard deviation, and the Modified Priority Needs Index (PNImodified). In the qualitative phase, data were collected through a group interview with five key informants and subsequently analysed using content analysis. The results indicated that 1) the priority needs for Implementation Approaches of Digital Technology in the Student Care and Support System at Patumkongka School was at a highest level. The Modified Priority Needs Index (PNImodified) result showed that the highest was Student Prevention and Correction (PNImodified = 0.73), followed by Student Referral (PNImodified = 0.67), Student Screening (PNImodified = 0.65) , Student Promotion and Development (PNImodified = 0.47) , and Individual Student Awarenes(PNImodified = 0.39), respectively. 2) The developed approaches consisted of five areas, fourteen approaches, and thirty-three practical approaches for Implementation Approaches of Digital Technology in the Student Care and Support System at Patumkongka School.

The Development of a Blended Learning Management Process Integrated with Technology to Enhance Seamless Learning in Dance Education on Thai Folk Dance for Grade 5 Students

2026-06-19T14:39:34+07:00

This research aimed to: 1) develop a blended learning management process integrated with technology to promote seamless learning in a Thai classical dance course, with an efficiency criterion of 80/80; 2) compare students' academic achievement and skills before and after the implementation of the learning process; and 3) examine students' satisfaction toward the developed learning process. The participants were 22 Grade 5 students. Research instruments included an academic achievement test, a skill assessment form, a satisfaction questionnaire, and an instrument quality evaluation form completed by experts. Data were analyzed using mean, standard deviation, index of item-objective congruence (IOC), E1/E2 efficiency index, and dependent samples t-test.

The findings revealed that: 1) the developed learning management process achieved an efficiency of 85.43/83.75, which exceeded the established 80/80 criterion; 2) students' post-learning academic achievement and skills were significantly higher than their pre-learning scores at the .01 level; and 3) students' overall satisfaction with the learning process was at the highest level. Therefore, the developed learning management process effectively promotes content knowledge, dance performance skills, technology utilization, and continuous learning.

Behavioral, Communication, and Service Experience Factors Influencing Consumers’ Intention to Use Call Center Services in Talk2Me Co., Ltd.

2026-04-27T09:39:49+07:00

This study aims to (1) examine the level of factors influencing consumers’ intention to use call center services and (2) analyze the relationships and influences of user behavior, intercultural communication, customer satisfaction, and platform usage on consumers’ intention to use call center services. This research employed a quantitative approach. The sample consisted of 240 call center users of Talk2Me Co., Ltd., selected through simple random sampling. The research instrument was a questionnaire approved for human research ethics, demonstrating a high level of reliability. Data were analyzed using descriptive statistics, including mean and standard deviation, and inferential statistics, including Pearson’s correlation and multiple regression analysis, to examine relationships and causal influences among variables. The findings revealed that all four factors user behavior, intercultural communication, customer satisfaction, and platform usage had a statistically significant positive influence on consumers’ intention to use call center services at the .05 level. Among these, customer satisfaction had the strongest influence, followed by intercultural communication, user behavior, and platform usage, respectively. These four factors combined predict 68.2% of consumers' intention to use call center services. The results highlight the importance of enhancing service experience and communication quality to strengthen consumers’ intention to use call center services and achieve a sustainable competitive advantage.

The Influence of Self-Esteem on the Selection Behavior of Aesthetic Clinics among Working-Age Women in Bangkok

2026-05-18T16:47:37+07:00

The objective of this research was to analyze the influence of self-esteem on aesthetic clinic selection behavior among working-age women in Bangkok. The sample consisted of 414 working-age women aged 23–45 who resided or worked in Bangkok and had used aesthetic clinic services at least once within the past 12 months. Data were collected through an online questionnaire and analyzed using descriptive statistics and Multiple Regression Analysis (MRA).

The findings revealed that: 1) Participants placed the highest importance on the Virtue dimension of self-esteem, particularly fair and appropriate treatment of others; 2) Among the selection behavior stages, Evaluation of Alternatives was rated highest, especially evaluations based on reviews and results from other service users; and 3) Contrary to the initial hypothesis, none of the four self-esteem dimensions—Significance, Competence, Virtue, and Power—exerted a statistically significant influence on aesthetic clinic selection behavior at the 0.05 level.

Lessons Learned and Perceptions of 21st Century Skills Development among Thai Students in an Intercampus Student Camp

2026-05-29T09:13:52+07:00

This research aimed to measure the 21st-century skills of Thai students through a participatory learning process implemented via a relationship-building camp. A mixed-methods research design was employed. Data were collected from 97 students across six institutions using questionnaires and interviews. Quantitative data were analyzed using statistical software, while qualitative data were examined through content analysis. The findings revealed that, overall, students perceived their development of 21st-century skills at the highest level ( = 4.56). When examined by individual skill dimensions, statistically significant differences were found at the .05 level (F = 6.119, p = 0.000). The dimension of cross-cultural understanding and paradigm awareness received the highest mean score ( = 4.65). This reflects that the relationship-building camp functioned as an integrative learning space conducive to skill development through hands-on practice and reflective thinking. Participants engaged in problem-solving in real-time, developed an appreciation for diverse cultures, overcame prejudices, and fostered positive interpersonal relationships. Moreover, the camp served as a safe environment that stimulated transformative learning, influencing attitudes, personality traits, and self-confidence.

The key finding of this research is that extracurricular activities designed upon the foundation of experiential learning can serve as a significant mechanism for holistically fostering 21st-century skills. Such activities should be systematically designed to effectively link learning experiences with tangible skill outcomes.

A Comparison of Undergraduate Students’ Self-Efficacy in English Communication of the Faculty of Hospitality Industry, Kasetsart University, Kamphaeng Saen Campus

2026-02-27T00:18:31+07:00

This research aimed to (1) analyze the level of students’ self-efficacy in English communication in terms of listening, speaking, reading, and writing. and (2) compare students’ self-efficacy in English communication classified by gender and academic year. The samples were 405 undergraduate students from the Faculty of Hospitality Industry, Kasetsart University, Kamphaeng Saen Campus, selected through stratified random sampling. The research instrument was a five-point Likert-scale questionnaire, which demonstrated excellent content validity (S-CVI = 0.97), strong construct validity by CFA (χ² = 0.407, df = 1,
p = 0.524, CFI = 1.00, TLI = 1.00, SRMR = 0.002, RMSEA < 0.01), and the overall reliability of the instrument, as measured by Cronbach’s alpha coefficient, was 0.985. Data were analyzed using mean and two-way analysis of variance (ANOVA).

The results revealed that students reported moderate levels of self-efficacy in reading and listening, but low levels in speaking and writing. Among the four skills, reading showed the highest mean score (M = 3.00), followed by listening (M = 2.68), speaking (M = 2.53), and writing (M = 2.30), respectively. Moreover, there was no significant interaction effect between gender and academic year on overall English communication self-efficacy (p = .223). Gender (p = .180) and academic year (p = .179) also showed no significant main effects on students’ overall self-efficacy in English communication.

DEVELOPMENT APPROACHES FOR TRANSFORMING EDUCATIONAL INSTITUTIONS INTO INNOVATIVE ORGANIZATIONS FOR SCHOOLS UNDER THE SECONDARY EDUCATION SERVICE AREA OFFICE BANGKOK 2

2025-12-26T08:16:35+07:00

This research aimed to 1)examine the needs for developing schools into innovative organizations under the Office of Secondary Educational Service Area, Bangkok Area 2, develop guidelines for transforming schools into innovative organizations, and evaluate the approaches for developing schools into innovative organizations. The sample consisted of 450 school administrators and school personnel, selected through stratified random sampling based on school size. The research instruments included a questionnaire with a reliability coefficient of .634 and a focus group discussion record form. The statistics used for data analysis were frequency, percentage, mean, standard deviation, priority needs index (PNI), and content analysis. The research findings revealed that; 1)the priority needs for developing schools into innovative organizations, ranked from the highest to the lowest, were organizational structure, personnel development, an innovation-supportive climate, vision, and the importance of personnel, respectively, 2)the approaches for developing schools into innovative organizations comprised five dimensions, namely organizational structure, personnel development, an innovation-supportive climate, vision, and development, in accordance with the results of the priority needs analysis, and

3) the evaluation of the approaches for developing schools into innovative organizations showed that utility, feasibility, propriety, and accuracy, both overall and in each aspect, were rated at the highest level.

Levels and Correlation Between Artificial Intelligence Competence and Lifelong Learning Competence Among Higher Education Students

2026-04-20T09:58:45+07:00

This study aimed to examine the levels of Artificial Intelligence (AI) competence and lifelong learning competence, as well as to investigate the relationships and predictive effects between AI competence and lifelong learning competence among higher education students. The sample consisted of 435 undergraduate students from public universities in Thailand, selected through stratified and simple random sampling methods. Data were collected using questionnaires and analyzed using descriptive statistics and inferential statistics which are Pearson’s correlation coefficient and linear regression analysis.

The findings revealed that students demonstrated a high overall level of AI competence (x̄ = 3.78) and lifelong learning competence (x̄ = 4.03). Among the AI competence dimensions, ethical awareness in AI use showed the highest mean score (x̄ = 4.06), whereas basic knowledge and understanding of AI showed the lowest mean score (x̄ = 3.37). Pearson’s correlation analysis indicated that AI competence was positively correlated with lifelong learning competence at a statistically significant level (r = .44–.68, p < .01). AI evaluation and creative application competence showed the strongest relationship with analytical and synthetic thinking for learning (r = .68). Regression analysis further revealed that AI competence could explain 46% of the variance in lifelong learning competence, increasing to 55% when considering individual dimensions. Among these dimensions, AI evaluation and creative application competence demonstrated the strongest predictive effect (β = .34).

The study recommends that higher education institutions should design learning environments that emphasize thinking with AI rather than merely using AI tools. In addition, AI ethics and self-directed learning should be systematically integrated into educational practices to foster genuine lifelong learners in the AI-driven era.

Guidelines for Promoting the Development of the Cultural Tourism Potential of Doi Mae Salong Community, Chiang Rai Province

2026-01-12T11:40:00+07:00

This research aims to (1) examine the cultural tourism potential of the Doi Mae Salong community in Chiang Rai Province; (2) analyze the problems, obstacles, opportunities, and success factors related to the development of cultural tourism in the area; and (3) analyze guidelines for promoting the development of cultural tourism potential in the Doi Mae Salong community. The study employed a qualitative research approach. Data were collected from 30 key informants, categorized into four groups: representatives of the public sector, private sector, local community, and tourists. The research methods also included non-participant observation and documentary research. Data were analyzed using content analysis and thematic synthesis.

The findings reveal that the Doi Mae Salong community possesses robust cultural capital, including the settlement history of the former Kuomintang (KMT) soldiers, Yunnanese culinary identity, ethnic diversity, tea cultivation traditions, and the highland cultural landscape. These elements hold significant potential for development into value-based cultural tourism. However, the area faces challenges regarding infrastructure, a lack of systematic tourism management, and the risk of cultural commodification, which may diminish cultural authenticity. The proposed development guidelines emphasize strengthening Community-Based Tourism (CBT), integrating cultural capital with the creative economy, implementing appropriate highland tourism management, elevating standards to meet international criteria (GSTC-D), and fostering collaboration between the public sector, private sector, and the local community.

Development of a Training Curriculum to Enhance Community Entrepreneurial Skills in Phra Nakhon Si Ayutthaya Province

2026-05-27T14:40:33+07:00

This research aimed to 1) design a training curriculum to enhance community entrepreneurial skills in Phra Nakhon Si Ayutthaya Province; and 2) Evaluate community entrepreneurial skills in the dimensions of proactiveness, risk-taking, innovativeness, autonomy, and competitive aggressiveness. The sample consisted of 30 community entrepreneurs in Phra Nakhon Si Ayutthaya. The research instruments included the curriculum congruence of evaluation form entrepreneurial skills and a skill assessment form. Data was analyzed using frequency, percentage, mean, standard deviation, and paired t-test.

The research findings revealed that: 1) The designed curriculum for enhancing community entrepreneurial skills consisted of 15 hours across four modules: 1.1) Proactive Business Management, 1.2) Product Development and Innovation, 1.3) Digital Marketing and Smart Technology, and 1.4) Financial Planning and Risk Management., and 2) The results of community entrepreneurial skills before and after the training showed that the overall post-training mean score was significantly higher than the pre-training score at the .001 level (t = 4.40). When considering each dimension, it was found that the dimensions of Proactiveness, Risk-taking, Innovativeness, and Competitive Aggressiveness had significantly higher post-training mean scores at the .001 level. However, the fourth dimension—Autonomy—showed no statistically significant difference between the pre- and post-training scores.

Determinants of Capital Structure in the Stock Exchange of Thailand: A Comparative Analysis between Industrial Products and AGRO Industries

2026-06-19T11:44:04+07:00

This study aims to investigate factors influencing capital structure of companies listed on the Stock Exchange of Thailand. The samples are classified into two groups. The first group is the industrial products industry, which is more sensitive to economic uncertainty, comprising 89 companies. The second group is the AGRO industry, which is less sensitive to economic uncertainty, comprising 48 firms. Quarterly panel data are collected from the first quarter of 2021 to the fourth quarter of 2025 with a total of 20 periods. Descriptive statistics are employed for this analysis while inferential statistics are conducted using Multiple Regression Analysis.

The findings reveal that growth opportunity, asset tangibility, non-debt tax shield, and firm size have statistically significant positive relationships with capital structure in both industries. In contrast, liquidity ratio and return on assets exhibit statistically significant negative relationships with capital structure across both industries.

However, firm age shows a statistically significant negative relationship with capital structure only in the industrial products industry. In addition, revenue volatility demonstrates a statistically significant positive relationship with capital structure only in the AGRO industry. The results indicate that industry type plays an important role in determining corporate capital structure.

The Influence of Narcissism and Overconfidence On Safety Decision-Making Among Commercial Pilot Students Within The Context of Hazardous Aviation Attitudes

2026-05-19T10:01:21+07:00

Human factors remain the predominant cause of aviation accidents globally, yet the specific role of subclinical personality traits and cognitive biases in shaping safety decision-making among student pilots remains underexplored. This mixed-methods study examined the influence of narcissism (X1) and overconfidence bias (X2) on safety decision-making (Y1) among commercial pilot students in Thailand, within the theoretical context of Bounded Rationality and hazardous aviation attitudes. Using an explanatory sequential design, quantitative data were collected from 274 student pilots via a structured questionnaire incorporating the Narcissistic Personality Inventory-16 (NPI-16), a knowledge-confidence calibration measure, and hazardous scenario-based decision items. Hypotheses were tested using simple linear regression analysis and hierarchical moderated regression analysis. All four hypotheses were supported. Narcissism was a strong and significant positive predictor of safety decision-making quality (β = 0.564, p < .001, R² = .318) and positively predicted overconfidence (β = 0.148, p = .014). Overconfidence was a strong predictor of hazardous decision-making, explaining 24.0% of the variance (β = 0.490, p < .001). Critically, narcissism acted as a synergistic moderator: the narcissism × overconfidence interaction accounted for an additional 14.1% of explained variance, bringing the total model fit to R² = .628. Qualitative interviews with senior flight instructors identified three amplifying mechanisms: Feedback Resistance, Mission-Oriented Fixation, and the Halo Effect of Early Success. These findings provide empirical grounds for integrating personality-informed psychological screening and ego-management modules into Crew Resource Management training curricula.

A Study of Outcome-Based Educational Management in Community Schools of Kachin State, Northern Myanmar

2026-06-11T11:49:18+07:00

This study investigated the current status of Outcome-Based Educational Management (OBEM) and developed evidence-informed guidelines for its implementation in community schools in Kachin State, Northern Myanmar. Using an explanatory sequential mixed-methods design, data were collected from 112 educational stakeholders through a structured questionnaire, followed by focus group discussions with seven key informants. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analyses in SPSS, while qualitative data were analyzed thematically. The findings showed that overall OBEM implementation was perceived as high (M = 3.62, SD = 0.86). Among the three dimensions, Strategic Management (Process) received the highest rating (M = 3.80, SD = 0.86), followed by Readiness for OBE (Inputs) (M = 3.53, SD = 0.84) and Performance Results (Outcomes) (M = 3.52, SD = 0.88). Correlation analysis revealed significant positive relationships among Inputs, Processes, and Outcomes (p < .001). Regression analysis indicated that Processes significantly predicted perceived Outcomes (β = .928, p < .001), whereas Inputs did not make a significant unique contribution after controlling for Processes. Qualitative findings highlighted resource and infrastructure constraints, assessment literacy needs, and the importance of collaboration and capacity building. Based on the integrated findings, seven evidence-informed guidelines were proposed to support more context-sensitive OBEM implementation in resource-constrained and conflict-affected community schools.

Conceptual Metaphors as Facilitators of Transformative Learning: A PRISMA-Guided Systematic Review

2026-05-11T09:38:50+07:00

This PRISMA‑guided systematic review examines how conceptual metaphors operate within transformative learning research and contribute to lifelong learning. Transformative learning involves shifts in adults’ frames of reference through disruption, reflection, and identity reconstruction. Although metaphors are central meaning‑making resources, their functional roles across transformative processes remain insufficiently synthesized. This review analyzes 31 peer‑reviewed studies published between 2016 and 2025 that integrate Conceptual Metaphor Theory and Transformative Learning Theory.

The analysis identified 36 distinct conceptual metaphors functioning through three overlapping uses: Naming (45.2%), Imagining (45.2%), and Uncovering (32.3%). Naming and Imagining metaphors supported sense‑making by clarifying complex learning experiences and projecting future identities, while Uncovering metaphors surfaced tacit assumptions and emotional tensions that initiated perspective transformation. These functions aligned closely with key phases of transformative learning: Uncovering metaphors were primarily associated with Critical Reflection (48.4%), Naming metaphors supported Critical Reflection and Reintegration (38.7%), and Imagining metaphors aligned most strongly with Exploration/Action (48.4%) as learners experimented with revised roles and possibilities.

Regarding lifelong learning outcomes, Identity Development (64.5%) and Reflective Enhancement (61.3%) were most frequent, followed by Adaptive Expertise (22.6%), Informal Lifelong Learning (19.4%), and Emotional Engagement (12.9%). Overall, conceptual metaphors function as cognitive–emotional scaffolds supporting reflection, identity reconstruction, and sustained meaning‑making across lifelong learning contexts.

Social Network Support and Entrepreneurial Intention among University Students in China's Border Regions: A Parallel Resource-Cognition Mediation Model

2026-06-04T13:49:56+07:00

This study examines how social network support shapes entrepreneurial intention among university students in China's border regions. Drawing on social network theory, social capital theory, and social cognitive theory, it proposes a parallel mediation model in which social capital represents a resource-acquisition mechanism and entrepreneurial self-efficacy represents a cognition-building mechanism. Data were collected through a stratified questionnaire survey administered via the Wenjuanxing WeChat Mini Program between October and December 2025. After excluding low-quality responses, 9,546 valid cases were retained. Reliability, convergent validity, discriminant validity, common method bias, structural paths, bootstrap mediation, competing models, and measurement invariance were assessed using SPSS and AMOS. Structural equation modeling showed that social network support positively predicted social capital, entrepreneurial self-efficacy, and entrepreneurial intention. Both social capital and entrepreneurial self-efficacy significantly mediated this relationship. Competing-model comparison indicated that the parallel mediation model had lower AIC and BIC values than direct-effect, single-mediator, and serial-mediation alternatives. The findings should be interpreted as evidence from a border-region higher education context rather than as evidence of ethnic-group heterogeneity.

THE ACADEMIC MANAGEMENT STRATEGIES IN THE DIGITAL ERA OF SECONDARY SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE BANGKOK 2

2025-12-25T15:04:01+07:00

The objectives of this research were: 1) to investigate the priority needs of academic management in the digital era 2) to develop and evaluate academic management strategies in the digital era for secondary schools. This study employed a Multiphase Mixed Methods Research design with a multi-phase approach. The sample consisted of 293 participants, including school directors, deputy directors for academic affairs, heads of academic affairs, and heads of learning areas, selected through stratified random sampling. The research instruments included a questionnaire with a reliability coefficient of 0.971, focus group discussion records, and a strategy evaluation form. Quantitative data were analyzed using mean, standard deviation, and the Modified Priority Needs Index (PNI_modified), while qualitative data was analyzed using content analysis.

The results showed that: 1) The priority needs of academic management in the digital era, ranked from highest to lowest, were as follows: development of digital media, innovation, and educational technology; learning management in the digital era; measurement and evaluation of learning outcomes in the digital era; and development of the school curriculum in the digital era, respectively. 2) The academic management strategies in the digital era consisted of 4 main strategies as follows: (1) enhancing learning innovation and digital curricula through participatory management with tangible outcomes, (2) developing teachers’ competencies in producing and effectively utilizing digital instructional media, (3) improving the efficiency of the school’s digital technology operational structure, and (4) effectively managing risks and technological resources. The evaluation results indicated that the proposed academic management strategies consisted of 4 main strategies, 10 sub-strategies, and 30 implementation methods, with the overall assessment at the highest level across all aspects.

Policy Recommendations for Promoting the Use of Artificial Intelligence Technology at Patumkongka School under the Secondary Educational Service Area Office Bangkok 2

2026-02-26T22:52:15+07:00

This research aimed to: 1) examine the priority needs for the use of artificial intelligence (AI) technology at Patumkongka School, and 2) develop policy recommendations to promote the use of artificial intelligence technology at Patumkongka School. The research employed an explanatory mixed methods research design. The population involved 64 teachers at Patumkongka School. The research instrument was a five-point Likert scale questionnaire. Data were analyzed using descriptive statistics, including percentages, means, and standard deviations. Priority needs were analyzed using the Modified Priority Needs Index (PNImodified). The qualitative phase involved five school administrators and teachers. Data were collected through group interviews and analyzed using content analysis.

The findings revealed that: 1) the current state of artificial intelligence utilization by school administrators was at a moderate level, whereas the desired state was at the highest level. The aspect with the highest priority needs was the support of technological resources and infrastructure, followed by planning and policy, organizational culture, development of teachers’ and staff’s digital skills, and technological leadership, respectively. The results of this study led to the development of policy recommendations that can serve as practical guidelines for promoting the systematic and sustainable use of artificial intelligence technology in educational institutions. 2)The study proposed five policy recommendations dimensions, consisting of, Aspect 1. support for technological resources and infrastructure, Aspect 2. planning and policies to promote the use of artificial intelligence (AI) technology, Aspect 3. organizational culture that promotes the use of technology and innovation, Aspect 4. development of digital skills among teachers and school personnel, and Aspect 5. technological leadership of school administrators. Altogether, the five policy recommendations dimensions were synthesized into a total of 64 practices.