Higher Education Studies最新文献

{"title":"Development Guidelines for Executive Function (EF) Skills in Early Childhood: Needs Assessment in Nonthaburi Kindergartens","authors":"Monticha Uraipong, Nattika Penglee, Thananun Thanarachataphoom, N. Polyai","doi":"10.5539/hes.v14n2p88","DOIUrl":"https://doi.org/10.5539/hes.v14n2p88","url":null,"abstract":"Executive function skills are crucial for children in the 21st century, serving as indicators of their readiness for learning. Children with well-developed executive function skills can effectively accomplish various tasks, solve problems using diverse strategies, and collaborate with others happily. This research aims to: 1. Identify the necessity for fostering executive function skills among early childhood students in Nonthaburi Province. 2. Analyze the causes underlying the necessity to promote executive function skills in early childhood students. 3. Propose strategies to enhance executive function skills in early childhood students. The research consists of two phases. Phase 1 involves identifying the necessity for developing executive function skills among early childhood students, with a sample group comprising 12 volunteer kindergarten teachers randomly selected from 12 classrooms and 328 early childhood students aged 5 to 5 years 11 months (162 boys and 166 girls). The research instrument used is the MU.EF-101 assessment. Data analysis involves calculating the mean and standard deviation of T-scores for working memory, inhibitory control, and shift/cognitive flexibility. Phase 2 analyzes the causes of necessity and proposes strategies to promote executive function skills in early childhood students. The data sources for this phase are 12 teachers, and the research instruments include fishbone diagram recording forms and group discussion recording forms. Findings suggest that parental involvement is crucial in training children to perform tasks independently and in teaching children patience. Additionally, teachers should analyze children's behaviors to plan appropriate learning activities based on their context. Teachers must encourage children to think and make decisions independently, encourage when mistakes occur, and ensure the availability of suitable tools and toys that promote the development of executive function skills in early childhood students, which teachers or parents can conveniently utilize.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140663346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of Digital Literacy and Digital Empathy with Micro-learning via Activities on Metaverse","authors":"Aphinanh Suvandy, Pinanta Chatwattana, P. Nilsook","doi":"10.5539/hes.v14n2p79","DOIUrl":"https://doi.org/10.5539/hes.v14n2p79","url":null,"abstract":"This research is related mainly to the study of the results on the development of digital literacy and digital empathy with micro-learning via activities on metaverse. The main concept of this study is based on the integration of micro-learning process with metaverse technology in order to encourage and provide learners with opportunities to create bodies of knowledge and engage in joint activities through the network system that can be accessed anywhere and anytime. The objectives of this research are (1) to synthesize the conceptual framework of the micro-learning via activities on metaverse, (2) to design the micro-learning process via activities on metaverse, and (3) to study the results of the development of digital literacy and digital empathy with the micro-learning via activities on metaverse. Thereby, this study relies on the pre-experimental research method with one-shot case study, in which the research participants are 30 undergraduate students of Pakse Teacher Training College, Lao People's Democratic Republic, who were derived by means of cluster sampling and well protected under the policy of confidentiality and anonymity. The research results show that (1) the students’ digital literacy and digital empathy, after learning with the micro-learning via activities on metaverse, are at very good level (mean = 43.20, SD = 2.35), and (2) the overall satisfaction towards the micro-learning via activities on metaverse is at high level (mean = 4.42, SD = 0.78). In reference to the above research results, it is evident that the micro-learning via activities on metaverse enables the students to quickly develop their digital literacy and digital empathy after receiving new experiences and new knowledge because the knowledge gained from the learning of this style is easy to remember and can be applied in an effective manner.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140373971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Application of Digital Transformation in Accounting Education: A Case Study of Internet + Technology Improving Academic Performance","authors":"Ningxin Ma, Prasert Ruannakarn","doi":"10.5539/hes.v14n2p62","DOIUrl":"https://doi.org/10.5539/hes.v14n2p62","url":null,"abstract":"This study aims to evaluate the impact of the application of Internet + technology in accounting education on academic performance, with a special focus on the academic performance changes of 2022 accounting students of Ningxia Vocational and Technical College of Finance and Economics. The study adopted a quantitative analysis method to evaluate the effects of these technologies by comparing and analyzing students' scores before and after receiving Internet + technology teaching. The data was collected from the school's student status management system, covering the performance records of 124 students. SPSS software was used for data processing and analysis, and the academic performance before and after the technology application was compared through Wilcoxon signed-rank tests. The results show that the average score of students increased significantly after the application of technology, from 48.27 points to 85.40 points, indicating that Internet + technology has played a significant role in improving academic performance in accounting. This performance improvement is attributed to the flexible learning resources, enhanced interactive learning environment, and practical learning materials provided by Internet+ technology. Research also explores the potential of these technologies to improve the quality of teaching and develop students' critical thinking and problem-solving skills. Based on these findings, the study recommends that educators integrate Internet+ technology in accounting course design and calls for future research to expand the sample scope and use qualitative methods to gain an in-depth understanding of students' feelings and feedback on digital learning tools. Overall, this study highlights the importance of integrating digital technology into accounting education and provides empirical support and reference direction for other educational institutions to implement teaching reforms in similar fields. As technology continues to develop, the education field should continue to explore and adapt to new technologies to prepare students for the needs of the future accounting industry.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating Student Satisfaction: A Small Private University Perspective in Japan","authors":"Greg Stein, Yvonne Wei","doi":"10.5539/hes.v14n2p27","DOIUrl":"https://doi.org/10.5539/hes.v14n2p27","url":null,"abstract":"This study investigates undergraduate student satisfaction at a small private university in Japan, focusing on factors like social environment, instructors, facilities, support, academic grit, and student engagement. Given Japan's demographic challenges and the heightened competition in higher education, understanding these factors is crucial for student retention and institutional stability. The study employs a quantitative approach, analyzing data from a sample that mirrors the university's demographic composition. Key findings reveal that instructors, facilities, and support significantly influence student satisfaction, with distinct variations observed when analyzed by gender and academic year. In contrast, grit and engagement were not statistically significant predictors; their roles in the broader educational context warrant further exploration. This study reveals actionable strategies to elevate student satisfaction at a small private Japanese university, addressing institutional, administrative, and instructional dimensions. Recommendations include upgrading facilities and enhancing the social atmosphere to foster a conducive learning environment, focusing on faculty development to improve instructional quality, and tailoring engagement strategies to meet gender-specific and year-specific needs. These measures aim to mitigate challenges like declining enrollment and student attrition by creating a more fulfilling university experience and strengthening the institution's reputation and appeal.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140242449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creative Economy Learning Management to Promote Sustainable Citizenship for Secondary School Students in the Upper Northern Special Economic Development Zones, Thailand","authors":"Charin Mangkhang, Nitikorn Kaewpanya, Teerawat Cheunduang, Kasamas Muangkaew, Monton Onwanna","doi":"10.5539/hes.v14n2p14","DOIUrl":"https://doi.org/10.5539/hes.v14n2p14","url":null,"abstract":"The objectives of this research were 1) to study creative economy learning approaches to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand, and 2) to design guidelines for creative economy learning management to promote sustainable citizenship. for secondary school students in the Upper Northern Special Economic Development Zones, Thailand, and 3) to study the results of using creative economy learning management approaches to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand. The research was action research. Samples in this research included 1) a group of 15 people who provided information on creative economy learning with the selection based on purposive sampling, 2) a group of 7 people who evaluate learning innovations with selection based on purposive sampling and 3) learning innovation trial group including 299 secondary school students with selection based on simple random sampling, coming up with a total of 321 students. The research tools included 1) a semi-unstructured interview form, 2) a form to evaluate the effectiveness of learning management approaches, and 3) a sustainable citizenship assessment form. The research results revealed that. \u0000 \u00001. The study on creative economy learning approaches to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand revealed that creative economy learning management is an integration of creative economy concepts and a basis for learning for students to focus on skills, knowledge and understanding of the economic system with a production system of products and services that rely on the existing experiences and knowledge base. This can be done by making use of cultural resources, including economy, traditions, ways of life, and ways of living, combined with knowledge. creativity and technology level to lead to the appropriate upgrading of one's own economic system. The creative economy learning management to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand will require promotion to bring about learning competency in 4 areas, consisting of 1) Competency regarding Community Engaged Learning 2) Economic Literacy Competency 3) Competency regarding Environmental Awareness and Green Citizenship and 4) Competency regarding Creative Economy Innovation Development. \u0000 \u00002. Designing creative economy learning guidelines to promote sustainable citizenship for secondary school students in the Upper Northern Special Economic Development Zones, Thailand, it was found that the researcher had designed a learning plan that integrated creative economy learning methods. It is designed as a lesson plan for the creative economy by using the area-based learning cycle teaching strategy (AAAR Teaching Approach) of Mangk","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating Environmentally Responsible and Sustainable Development of Pre-service Teachers","authors":"P. Nuangchalerm, Titiworada Polyiem, Veena Prachagool","doi":"10.5539/hes.v14n1p89","DOIUrl":"https://doi.org/10.5539/hes.v14n1p89","url":null,"abstract":"This study aims to investigate environmentally responsible and sustainable development of 56 pre-service teachers which relevant to framework of sustainable development goals. The qualitative data were collected and analyzed by summarizing general perspectives. The 9 concepts were found and reported. The ways to sustain environments and education students to reach sustainable development can be done by Reduce, reuse, recycle; Conserve water; Save energy; Sustainable transportation; Grow trees and keep open areas green; Waste management; Support eco-friendly products; Reduce carbon footprint; and Conserve biodiversity. These frameworks and perspectives should be incorporated in education and classroom in action.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Results of the Intergenerational Relationship Program and Creation of New Meaning in the Thai Community Context: A Case Study of Ban Na, Nakhon Nayok Province","authors":"Choosak Ueangchokchai, N. Limsangouan, Jitsopin Merakate","doi":"10.5539/hes.v14n1p76","DOIUrl":"https://doi.org/10.5539/hes.v14n1p76","url":null,"abstract":"The utilization of intergenerational relationship as the foundation for community development aligns with the expectations set forth by Thailand's national policies, particularly within the economic dimension. This research explores the outcomes of fostering intergenerational relationship and investigates the learning outcomes to create fresh significance in the collaborative occupational development of diverse age groups. It involves the experimental implementation of the Intergenerational Relationship Program aimed at redefining the meaning of community development in the Thai context, with a specific focus on youths and elderly demographics within Ban Na, Nakhon Nayok Province, involving a total of 60 participants. To assess the study's outcomes, different methods were employed, such as surveys and interviews, followed by data analysis to expound upon the observed results. The research findings indicate a positive trend in intergenerational relationship, with enhanced communication between youths and the elderly, increased communal engagement, improved mutual attitudes, and a greater display of friendliness towards one another. Regarding learning outcomes, it was found that the collaborative grouping of individuals from two different age brackets led to the development of community-generated products with inherent value. Additionally, the target groups stated that program participation had the potential to increase community livelihoods and income generation.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Game-based Learning (GbL) Platform with Generative AI to Enhance Digital and Technology Literacy Skills","authors":"Suthada Muengsan, Pinanta Chatwattana","doi":"10.5539/hes.v14n1p46","DOIUrl":"https://doi.org/10.5539/hes.v14n1p46","url":null,"abstract":"The GbL platform, or game-based learning platform, with generative AI is a research tool initiated from the combination of game-based learning concepts and generative artificial intelligence technology; thereby, this platform is intended to be used as a guideline for the instruction management, in which learners can respond and interact with the real-time activities by means of gamification. The objectives of this research are (1) to study and synthesize the conceptual framework of the GbL platform with generative AI to enhance digital and technology literacy skills, (2) to develop the architecture of the GbL platform with generative AI to enhance digital and technology literacy skills, and (3) to study the results of the development of the GbL platform with generative AI to enhance digital and technology literacy skills. The results of this research show that (1) the overall elements suitability of the architecture of the GbL platform with generative AI is at the highest level (Mean = 4.51, SD = 0.48), and (2) the overall suitability of the architecture of the GbL platform with generative AI is at the highest level (Mean = 4.59, SD = 0.41). Nevertheless, there are still some research gaps in this study; that is, this study was conducted with quite a small sample group and it focuses mainly on the results of evaluation on the architecture of the GbL platform. Therefore, this research is regarded merely as a pilot study designated for feasibility study to further develop the GbL platform that can be put in practical use in the future.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139531069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Development and Validation of an Instrument to Measure the Learning of Context University Skills and Workplace-recognized Skills Test among Students WIE in Rural College Thailand","authors":"Jetnipit Kunchai","doi":"10.5539/hes.v14n1p54","DOIUrl":"https://doi.org/10.5539/hes.v14n1p54","url":null,"abstract":"A questionnaire for measuring Context University Skills and Workplace-Recognized Skills (LCUS-WRS) requires a validated and reliable instrument. The purpose of this study was to develop and validate a questionnaire to measure learning of context university skills and workplace-recognized skills, in order to carry out an advanced psychometric properties analysis of Work-Integrated Education (WIE) students and the skills of LCUS-WRS, including internal and external reliability. Methods: We conducted multi-stage random sampling, with a sample consisting of 728 students WIE from 20 rural colleges in Thailand. Exploratory Factor Analysis (EFA) was performed on a subset of the sample (n = 279), and Confirmatory Factor Analysis (CFA) was conducted on another subset (n = 449), both in different subgroups. Additionally, the researcher analyzed the internal consistency and temporal reliability of the scale in the instrument. \u0000 \u0000Results: Using exploratory factor analysis with 39 items 6 factors and accounted for 55.881% of variance was identified of the variance for the CFA model. The model achieved a goodness-of-fit of chi-square (c2 ) = 582.907, df = 308, p = .000, c2 /df = 1.90, GFI = .979, AGFI = .985, RMSEA = .030, SRMR = .030 \u0000 \u0000Conclusion: LCUS-WRS scale has solid construct of validity and excellent internal consistency which to analyze psychometric properties It has optimum temporal reliability. Therefore, the indicated that the dimensions of measuring of LCUS-WRS guaranteed its use in higher education institutions.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139530683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research on the Influence of Undergraduates’ Perceived Servant Leadership in China: The Effect of Innovative Atmosphere and Innovative Self-Efficacy","authors":"Bao-Jian Geng, Hsuan-Po Wang","doi":"10.5539/hes.v14n1p33","DOIUrl":"https://doi.org/10.5539/hes.v14n1p33","url":null,"abstract":"This study explores the influence mechanism of perceived servant leadership on innovative behavior among college students in Hebei Province, China, and the chain-mediating role of innovative atmosphere and innovative self-efficacy. This study adopts the questionnaire survey method and the convenience sampling method, and 478 college students are collected. The results show that the perception of servant leadership by college students in Hebei Province in China significantly positively affects innovative behavior; The innovative atmosphere and innovative self-efficacy mediate between college students' perceived servant leadership and innovative behavior.","PeriodicalId":504897,"journal":{"name":"Higher Education Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139162861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}