The professional work of today's agricultural and forestry engineers is changing dramatically under the impact of the 4th industrial revolution. In that context, the competence to apply information technology (IT) is one of the core and significant competencies. Therefore, in order for training products to meet the needs of society, one of the problems that training facility for agriculture and forestry industry need to solve is to clearly identify the basic requirements for agro-forestry graduates to meet the basic requirements of IT application competence. Based on theoretical and practical research on the IT application competence of each job position and the trend of employment change in the 4.0 period, the article presents the levels of IT application competence in the agro-forestry industry. On the basis of test results and opinions of experts and employers, the article has proposed the components and required levels of IT application competence for agro-forestry students. The research results, in addition to providing information on the current state of students' IT application competence, are also a good reference source for agro-forestry training institutions to set learning outcomes, develop training programs, and innovate new training methods to promptly provide high-quality human resources for the agro-forestry industry in the context of the 4th industrial revolution.
{"title":"Requirements for information technology application competence for Vietnam agro-forestry students in the time of the 4th technology revolution","authors":"Hua Thi Toan, Trinh Thanh Hai, Do Trung Kien","doi":"10.20448/edu.v10i1.5361","DOIUrl":"https://doi.org/10.20448/edu.v10i1.5361","url":null,"abstract":"The professional work of today's agricultural and forestry engineers is changing dramatically under the impact of the 4th industrial revolution. In that context, the competence to apply information technology (IT) is one of the core and significant competencies. Therefore, in order for training products to meet the needs of society, one of the problems that training facility for agriculture and forestry industry need to solve is to clearly identify the basic requirements for agro-forestry graduates to meet the basic requirements of IT application competence. Based on theoretical and practical research on the IT application competence of each job position and the trend of employment change in the 4.0 period, the article presents the levels of IT application competence in the agro-forestry industry. On the basis of test results and opinions of experts and employers, the article has proposed the components and required levels of IT application competence for agro-forestry students. The research results, in addition to providing information on the current state of students' IT application competence, are also a good reference source for agro-forestry training institutions to set learning outcomes, develop training programs, and innovate new training methods to promptly provide high-quality human resources for the agro-forestry industry in the context of the 4th industrial revolution.","PeriodicalId":486915,"journal":{"name":"Asian journal of education and training","volume":"63 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139798795","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}
The present pandemic has presented seriously affected not only the daily life but also teaching and learning and it has been seen a long battle for educators including TESOL teachers in Thailand. Working in the field of TESOL, the author experiences the new changing environment where an actual classroom turns into a virtual classroom. All documents and teaching tools prepared (before the pandemic) have been changed into online documents. Undeniably, online teaching can be seen as demanding as teaching staff moving from a space in which they have years of experience to the unknown world of online, remote, and socially distanced teaching. This study aims to identify Thai TESOL staff’s perception towards teaching and learning management affected by COVID-19. It The study revealed that the effectiveness of teaching in the changing context depends on the teachers’ readiness to a new learning technology like online meeting, at the same time, they must be open-minded and concerned that they must adjust their role to fit properly in the context. Even though participants found the significant change in the use of teaching technology in an online environment, interestingly their teaching and learning management remained as it used to be in the normal (onsite) classroom. In addition, the study provides implications for those who would like to create positive learning environment in online situation.
{"title":"Classroom management in the online environment: A case study of Thai TESOL staff in Thai university context","authors":"P. Kiatkheeree","doi":"10.20448/edu.v10i1.5360","DOIUrl":"https://doi.org/10.20448/edu.v10i1.5360","url":null,"abstract":"The present pandemic has presented seriously affected not only the daily life but also teaching and learning and it has been seen a long battle for educators including TESOL teachers in Thailand. Working in the field of TESOL, the author experiences the new changing environment where an actual classroom turns into a virtual classroom. All documents and teaching tools prepared (before the pandemic) have been changed into online documents. Undeniably, online teaching can be seen as demanding as teaching staff moving from a space in which they have years of experience to the unknown world of online, remote, and socially distanced teaching. This study aims to identify Thai TESOL staff’s perception towards teaching and learning management affected by COVID-19. It The study revealed that the effectiveness of teaching in the changing context depends on the teachers’ readiness to a new learning technology like online meeting, at the same time, they must be open-minded and concerned that they must adjust their role to fit properly in the context. Even though participants found the significant change in the use of teaching technology in an online environment, interestingly their teaching and learning management remained as it used to be in the normal (onsite) classroom. In addition, the study provides implications for those who would like to create positive learning environment in online situation.","PeriodicalId":486915,"journal":{"name":"Asian journal of education and training","volume":"183 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139800786","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}
Trung Chi Nguyen, Thang Chien Nguyen, Hau Bui Nguyen
The ubiquity of IT (Information technology) for teaching at large is a reality that can be observed, including STEM education, which is the field of study of this research. In view of this situation, this work is intended to determine the role of IT in STEM (Science, Technology, Engineering, Mathematics) education. It was decided to conduct a systematic review based on PRISMA model and adding information obtained from the analysis of fugitive literature. The literature review was carried out on a total of 16 articles. The main inclusion criteria were a temporal selection from 2015 to March 2023, the inclusion of the terms IT and STEM in the title, abstract or keywords of the articles. The main results show an increasing tendency of this topic, especially in English research. Most relevant conclusions of the systematic review evidence a positive relationship between IT and STEM education, although some negative aspects are also highlighted as there is still a lack of resources and teacher training, leading to ineffective application of IT in STEM classes. The research results have important practical implications, it motivates teachers to research, propose and implement measures to enhance the role of IT in STEM education, while minimizing the limitations that have been identified.
{"title":"The role of information technology in STEM education","authors":"Trung Chi Nguyen, Thang Chien Nguyen, Hau Bui Nguyen","doi":"10.20448/edu.v10i1.5326","DOIUrl":"https://doi.org/10.20448/edu.v10i1.5326","url":null,"abstract":"The ubiquity of IT (Information technology) for teaching at large is a reality that can be observed, including STEM education, which is the field of study of this research. In view of this situation, this work is intended to determine the role of IT in STEM (Science, Technology, Engineering, Mathematics) education. It was decided to conduct a systematic review based on PRISMA model and adding information obtained from the analysis of fugitive literature. The literature review was carried out on a total of 16 articles. The main inclusion criteria were a temporal selection from 2015 to March 2023, the inclusion of the terms IT and STEM in the title, abstract or keywords of the articles. The main results show an increasing tendency of this topic, especially in English research. Most relevant conclusions of the systematic review evidence a positive relationship between IT and STEM education, although some negative aspects are also highlighted as there is still a lack of resources and teacher training, leading to ineffective application of IT in STEM classes. The research results have important practical implications, it motivates teachers to research, propose and implement measures to enhance the role of IT in STEM education, while minimizing the limitations that have been identified.","PeriodicalId":486915,"journal":{"name":"Asian journal of education and training","volume":"43 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139527013","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}
In contemporary society, students’ analytical thinking and reasoning skills are crucial for their future development. The fourth grade (ages 9-10) is a critical stage for cultivating higher-level cognitive skills in students. Mathematics plays a significant role during this period, serving as a fundamental tool for fostering students' analytical thinking and reasoning abilities. Collaborative inquiry-based learning is considered beneficial for enhancing students' analytical thinking and reasoning skills. Therefore, this study aims to design a collaborative inquiry-based instructional model based on the characteristics of mathematics textbooks. The study extensively analyzes primary school mathematics textbooks published by Beijing Normal University and integrates the essential elements of collaborative inquiry-based learning to devise an instructional model tailored to the characteristics of mathematics textbooks. The model comprises six parts: Contextual Introduction (Question 1), Collaborative Inquiry (Question 2), Communication and Sharing (First round), Collaborative Inquiry (Question 3), Communication and Sharing (Second round), Review and Conclusion. The model is designed to assist students in acquiring knowledge through collaborative inquiry, stimulate their curiosity through contextualized learning, improve their analytical thinking and reasoning skills through collaborative inquiry, foster cognitive development through effective communication and sharing, and ultimately solidify acquired knowledge through reflection and conclusion. Theoretically, the analysis suggests that this model may positively impact students’ analytical thinking and reasoning abilities, providing a valuable reference for practical teaching.
{"title":"Collaborative inquiry-based instructional model to enhance mathematical analytical thinking and reasoning skills for fourth-grade students","authors":"Siliang Yu, Nirat Jantharajit, Sarit Srikhao","doi":"10.20448/edu.v10i1.5323","DOIUrl":"https://doi.org/10.20448/edu.v10i1.5323","url":null,"abstract":"In contemporary society, students’ analytical thinking and reasoning skills are crucial for their future development. The fourth grade (ages 9-10) is a critical stage for cultivating higher-level cognitive skills in students. Mathematics plays a significant role during this period, serving as a fundamental tool for fostering students' analytical thinking and reasoning abilities. Collaborative inquiry-based learning is considered beneficial for enhancing students' analytical thinking and reasoning skills. Therefore, this study aims to design a collaborative inquiry-based instructional model based on the characteristics of mathematics textbooks. The study extensively analyzes primary school mathematics textbooks published by Beijing Normal University and integrates the essential elements of collaborative inquiry-based learning to devise an instructional model tailored to the characteristics of mathematics textbooks. The model comprises six parts: Contextual Introduction (Question 1), Collaborative Inquiry (Question 2), Communication and Sharing (First round), Collaborative Inquiry (Question 3), Communication and Sharing (Second round), Review and Conclusion. The model is designed to assist students in acquiring knowledge through collaborative inquiry, stimulate their curiosity through contextualized learning, improve their analytical thinking and reasoning skills through collaborative inquiry, foster cognitive development through effective communication and sharing, and ultimately solidify acquired knowledge through reflection and conclusion. Theoretically, the analysis suggests that this model may positively impact students’ analytical thinking and reasoning abilities, providing a valuable reference for practical teaching.","PeriodicalId":486915,"journal":{"name":"Asian journal of education and training","volume":" 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139618396","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}
Vivat Phuttanu, Parisha Marie Cain, Kathanyoo Kaewhanam, Phimlikid Kaewhanam
This study employs a mixed-methods approach, combining quantitative and qualitative research methodologies to investigate the dynamics of leadership, management, and performance in the context of drug prevention within schools under local administrative organizations. The research pursues three main objectives: (1) to examine the key elements of leadership, management, and performance related to drug prevention in these educational institutions, (2) to analyze the direct, indirect, and combined influences of leadership on the management and performance of drug prevention efforts, and (3) to formulate policy recommendations for influential leadership development models tailored to enhance the management and performance of drug prevention initiatives. Quantitative data were collected from 400 personnel within educational institutes under the Sisaket Local Administrative Organization, utilizing stratified random sampling and a questionnaire with a high-reliability score of 0.978. Concurrently, qualitative insights were from 12 purposively selected educational institutes in the same administrative context through the focused group. The analytical toolkit included frequency, percentage, mean, standard deviation, structural equation analysis, and content analysis. Key findings indicate the appropriateness of utilizing trait-based, behavior-based, and situational leadership alongside Principles of management to construct a comprehensive structural equation model. The performance emerges as primarily influenced by Principles of management, all statistically significant at 0.01 level. In terms of policy suggestions, the focus centers on fostering a knowledgeable and collaborative team, developing leadership skills through cooperation, and creating an organizational culture that supports learning and development. This integrated leadership development approach is the picture to significantly impact the effective management and prevention of drug abuse in schools under local administrative organizations.
{"title":"The leadership development model influencing drug prevention management and performance of schools under the local administrative organization","authors":"Vivat Phuttanu, Parisha Marie Cain, Kathanyoo Kaewhanam, Phimlikid Kaewhanam","doi":"10.20448/edu.v10i1.5309","DOIUrl":"https://doi.org/10.20448/edu.v10i1.5309","url":null,"abstract":"This study employs a mixed-methods approach, combining quantitative and qualitative research methodologies to investigate the dynamics of leadership, management, and performance in the context of drug prevention within schools under local administrative organizations. The research pursues three main objectives: (1) to examine the key elements of leadership, management, and performance related to drug prevention in these educational institutions, (2) to analyze the direct, indirect, and combined influences of leadership on the management and performance of drug prevention efforts, and (3) to formulate policy recommendations for influential leadership development models tailored to enhance the management and performance of drug prevention initiatives. Quantitative data were collected from 400 personnel within educational institutes under the Sisaket Local Administrative Organization, utilizing stratified random sampling and a questionnaire with a high-reliability score of 0.978. Concurrently, qualitative insights were from 12 purposively selected educational institutes in the same administrative context through the focused group. The analytical toolkit included frequency, percentage, mean, standard deviation, structural equation analysis, and content analysis. Key findings indicate the appropriateness of utilizing trait-based, behavior-based, and situational leadership alongside Principles of management to construct a comprehensive structural equation model. The performance emerges as primarily influenced by Principles of management, all statistically significant at 0.01 level. In terms of policy suggestions, the focus centers on fostering a knowledgeable and collaborative team, developing leadership skills through cooperation, and creating an organizational culture that supports learning and development. This integrated leadership development approach is the picture to significantly impact the effective management and prevention of drug abuse in schools under local administrative organizations.","PeriodicalId":486915,"journal":{"name":"Asian journal of education and training","volume":"26 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532585","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}
The purpose of this research aimed to study develop a curriculum and evaluate the effectiveness of a curriculum for learning design promoting sexuality education awareness. The sample used in the research consisted of 8 high school teachers from 8 subject groups in semester 1 of the academic year 2022 at Kowit Thamrong School, Chiang Mai. The research tools consisted of courses and user manuals, as well as a teacher competency assessment form and Satisfaction Survey Form. The data were analyzed by finding the mean and standard deviation. Together with the content analysis, Analysis data by Descriptive statistics and Content Analysis. The research results were found as follows; 1. The training curriculum development model to promote teachers' awareness of sexuality education consisted of 4 components: (1) curriculum principles, (2) objectives, (3) curriculum development process, and (4) measurement and evaluation. 2. During the curriculum assessment, it was established that educators had a dual focus. Firstly, they concentrated on facilitating learning methods that highlighted effective educational approaches (2.1). Secondly, they required a learning design that emphasized observation (2.2). This approach aligns with an educational model wherein curriculum development nurtures learners to comprehend the model in terms of perspective and efficiency.
{"title":"A development of the training curriculum for learning design to promote sexuality education awareness for students of teachers at the high school level","authors":"Nipitpon Nanthawong, Artid Saokham","doi":"10.20448/edu.v9i4.5119","DOIUrl":"https://doi.org/10.20448/edu.v9i4.5119","url":null,"abstract":"The purpose of this research aimed to study develop a curriculum and evaluate the effectiveness of a curriculum for learning design promoting sexuality education awareness. The sample used in the research consisted of 8 high school teachers from 8 subject groups in semester 1 of the academic year 2022 at Kowit Thamrong School, Chiang Mai. The research tools consisted of courses and user manuals, as well as a teacher competency assessment form and Satisfaction Survey Form. The data were analyzed by finding the mean and standard deviation. Together with the content analysis, Analysis data by Descriptive statistics and Content Analysis. The research results were found as follows; 1. The training curriculum development model to promote teachers' awareness of sexuality education consisted of 4 components: (1) curriculum principles, (2) objectives, (3) curriculum development process, and (4) measurement and evaluation. 2. During the curriculum assessment, it was established that educators had a dual focus. Firstly, they concentrated on facilitating learning methods that highlighted effective educational approaches (2.1). Secondly, they required a learning design that emphasized observation (2.2). This approach aligns with an educational model wherein curriculum development nurtures learners to comprehend the model in terms of perspective and efficiency.","PeriodicalId":486915,"journal":{"name":"Asian journal of education and training","volume":"24 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135875288","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}
This study aims to emergency medical services (EMS) and their efficacy within the purview of Local Administrative Organizations (LAOs) in Thailand. As the responsibility for EMS has transitioned from public hospitals to LAOs, it has prompted inquiries into their efficiency. This research endeavors to scrutinize the determinants influencing the performance of EMS managed by LAOs. To accomplish this objective, we embraced a quantitative research approach. Data was obtained from 636 individuals who had availed emergency medical services, chosen through purposive sampling. Questionnaires were used to collect data, and the IOC index was employed to ensure data integrity. Descriptive statistics elucidated and assessed various variables. Multiple regression analysis was conducted with a statistical significance level of 0.01 to unearth the associations between administrative factors and the performance of EMS by LAOs. This research uncovers a positive, moderate-level correlation between administrative factors and the performance of EMS by LAOs. Specifically, factors such as community engagement, service preparedness, operational efficiency, budget allocation, resource availability, and staffing levels were identified as noteworthy predictors of EMS success by LAOs, explaining 60.8 percent of the variance. The outcomes of this study have practical implications for EMS management by local authorities, not only in Thailand but also in other regions grappling with analogous challenges. This research contributes to the ongoing endeavors to enhance pre-hospital care and emergency response, ultimately preserving lives and mitigating the repercussions of emergency illnesses and accidents on communities.
{"title":"The knowledge management and the guidelines of learning instruction on emergency medical services by local administrative organizations in northeastern Thailand","authors":"Sukhumvit Saiyasopon, Thananchakorn Pakittawichit, Chula Chareonvong, Phrapalad Peerapong Chotnok, Suchin Chansungnern, Thongphon Promsaka Na Sakolnakorn, Akkakorn Chaiyapong, Wanchai Dhammasaccakarn","doi":"10.20448/edu.v9i4.5105","DOIUrl":"https://doi.org/10.20448/edu.v9i4.5105","url":null,"abstract":"This study aims to emergency medical services (EMS) and their efficacy within the purview of Local Administrative Organizations (LAOs) in Thailand. As the responsibility for EMS has transitioned from public hospitals to LAOs, it has prompted inquiries into their efficiency. This research endeavors to scrutinize the determinants influencing the performance of EMS managed by LAOs. To accomplish this objective, we embraced a quantitative research approach. Data was obtained from 636 individuals who had availed emergency medical services, chosen through purposive sampling. Questionnaires were used to collect data, and the IOC index was employed to ensure data integrity. Descriptive statistics elucidated and assessed various variables. Multiple regression analysis was conducted with a statistical significance level of 0.01 to unearth the associations between administrative factors and the performance of EMS by LAOs. This research uncovers a positive, moderate-level correlation between administrative factors and the performance of EMS by LAOs. Specifically, factors such as community engagement, service preparedness, operational efficiency, budget allocation, resource availability, and staffing levels were identified as noteworthy predictors of EMS success by LAOs, explaining 60.8 percent of the variance. The outcomes of this study have practical implications for EMS management by local authorities, not only in Thailand but also in other regions grappling with analogous challenges. This research contributes to the ongoing endeavors to enhance pre-hospital care and emergency response, ultimately preserving lives and mitigating the repercussions of emergency illnesses and accidents on communities.","PeriodicalId":486915,"journal":{"name":"Asian journal of education and training","volume":"23 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135873209","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}
This study aims to investigate the impact of integrating Problem-Based Learning (PBL) and Organ System-Based Curriculum (OSBC) on medical students' academic achievement and career maturity within the context of medical education. An experimental design was employed, involving students from a medical school in China. Participants were randomly assigned to either a control group with a traditional curriculum or an experimental group receiving an integrated PBL and OSBC curriculum focused on cardiovascular system diseases. The intervention spanned four weeks. The results indicate that the experimental group demonstrated significantly higher academic achievement immediately after the intervention compared to the control group. This improvement persisted in a follow-up test conducted one month later. Career maturity also improved in the experimental group, albeit with a less sustained effect. The study underscores the potential of integrated teaching strategies in medical education for enhancing critical thinking and practical skills. However, long-term improvements in career maturity may necessitate further refinement of teaching methods. These findings contribute to the ongoing discourse on effective medical education strategies and emphasize the importance of a comprehensive approach to prepare students for academic excellence and clinical competence. Future research with larger sample sizes and consideration of additional influencing factors is recommended to gain deeper insights into the dynamics of medical education.
{"title":"An experimental study: An integrative strategy of PBL combined with an organ-systems-based curriculum to improve academic achievement and career maturity","authors":"Cheng Yao, Yu Yang, Siliang Yu","doi":"10.20448/edu.v9i4.5106","DOIUrl":"https://doi.org/10.20448/edu.v9i4.5106","url":null,"abstract":"This study aims to investigate the impact of integrating Problem-Based Learning (PBL) and Organ System-Based Curriculum (OSBC) on medical students' academic achievement and career maturity within the context of medical education. An experimental design was employed, involving students from a medical school in China. Participants were randomly assigned to either a control group with a traditional curriculum or an experimental group receiving an integrated PBL and OSBC curriculum focused on cardiovascular system diseases. The intervention spanned four weeks. The results indicate that the experimental group demonstrated significantly higher academic achievement immediately after the intervention compared to the control group. This improvement persisted in a follow-up test conducted one month later. Career maturity also improved in the experimental group, albeit with a less sustained effect. The study underscores the potential of integrated teaching strategies in medical education for enhancing critical thinking and practical skills. However, long-term improvements in career maturity may necessitate further refinement of teaching methods. These findings contribute to the ongoing discourse on effective medical education strategies and emphasize the importance of a comprehensive approach to prepare students for academic excellence and clinical competence. Future research with larger sample sizes and consideration of additional influencing factors is recommended to gain deeper insights into the dynamics of medical education.","PeriodicalId":486915,"journal":{"name":"Asian journal of education and training","volume":"23 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135873210","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}
Thailand is now a medical center in Asia. There has been an increase in the number of foreign patients receiving medical services in Thailand. The employees in the healthcare industry, like the registered nurse, are the center of the relationship with that service. The vital learning promotion course for these registered nurses dealing with patients of various nationalities is cultural competence promotion. With the nature of the learning style of the registered nurse, they need more flexibility and respond to their learning nature. Ultimately, the enhancement of cultural competency learning still needs to be achieved. Therefore, this research study aimed to 1) develop a self-directed learning program in the workplace to promote cultural competence for registered nurses in international hospitals and 2) study the effect of implementing a self-directed workplace learning program to promote cultural competency. The researcher adopted a Research and Development methodology divided into two phases. The first phase is to develop a self-directed workplace learning program to enhance cultural competency. The second phase is to study the effect of implementing a self-directed learning program. The findings revealed that: 1) a draft of a self-directed workplace learning program to enhance cultural competence consisting of concepts and principles, the primary goal of the program, the guideline for promoting cultural competence learning based on the idea of self-directed workplace learning, the learning program, the learning facilitators of the program, the learning spaces are locations or areas within an organization, the international hospital's networks and the learning resources include information sources from diverse places. Plus, 2) registered nurses had better levels of cultural competency learning in attitudes, knowledge, and skills than before participating in the program trial and had improved scores in all areas.
{"title":"Development of a self-directed workplace learning program to enhance cultural competence for the registered nurses from the international hospitals in Thailand","authors":"Dech-siri Nopas","doi":"10.20448/edu.v9i4.5077","DOIUrl":"https://doi.org/10.20448/edu.v9i4.5077","url":null,"abstract":"Thailand is now a medical center in Asia. There has been an increase in the number of foreign patients receiving medical services in Thailand. The employees in the healthcare industry, like the registered nurse, are the center of the relationship with that service. The vital learning promotion course for these registered nurses dealing with patients of various nationalities is cultural competence promotion. With the nature of the learning style of the registered nurse, they need more flexibility and respond to their learning nature. Ultimately, the enhancement of cultural competency learning still needs to be achieved. Therefore, this research study aimed to 1) develop a self-directed learning program in the workplace to promote cultural competence for registered nurses in international hospitals and 2) study the effect of implementing a self-directed workplace learning program to promote cultural competency. The researcher adopted a Research and Development methodology divided into two phases. The first phase is to develop a self-directed workplace learning program to enhance cultural competency. The second phase is to study the effect of implementing a self-directed learning program. The findings revealed that: 1) a draft of a self-directed workplace learning program to enhance cultural competence consisting of concepts and principles, the primary goal of the program, the guideline for promoting cultural competence learning based on the idea of self-directed workplace learning, the learning program, the learning facilitators of the program, the learning spaces are locations or areas within an organization, the international hospital's networks and the learning resources include information sources from diverse places. Plus, 2) registered nurses had better levels of cultural competency learning in attitudes, knowledge, and skills than before participating in the program trial and had improved scores in all areas.","PeriodicalId":486915,"journal":{"name":"Asian journal of education and training","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619667","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}
A comprehensive needs analysis is crucial to guide the design and teaching of English for Specific Purposes (ESP) courses. However, a number of studies neglect certain elements of needs analysis, which can result in problems in subsequent stages of ESP teaching. This mixed-method study aimed to identify the problems that higher education ESP practitioners in Thailand encountered and the solutions they employed and to develop a potential practices model for ESP practitioners. Semi-structured interviews and Analytic Hierarchy Process (AHP) pairwise comparisons were employed to reveal 54 problems in six categories. Three highest-ranked problems were 1) the ESP practitioners’ lack of specialization in relevant fields (34.62%), 2) unsuitable classrooms and facilities (29.15%), and 3) the lack of specific course objective-oriented and cost-effective commercial textbooks (19.09%). The average consistency ratio (C.R.) was 0.32. The study suggested the need for training provisions and inclusion of ESP courses in English curricula. The ESP practices model suggested practices for institutions, such as conducting comprehensive needs analysis and providing suitable facilities and budgets. ESP practitioners were advised to utilize needs analysis for course design and employ active learning approaches. These recommendations aimed to enhance ESP education and improve an English curriculum, teaching practices, and evaluation processes.
{"title":"Thailand’s higher education ESP practitioners: Problems, solutions and a potential practices model","authors":"Traithana Chaovanapricha, Wilawan Champakaew","doi":"10.20448/edu.v9i4.5037","DOIUrl":"https://doi.org/10.20448/edu.v9i4.5037","url":null,"abstract":"A comprehensive needs analysis is crucial to guide the design and teaching of English for Specific Purposes (ESP) courses. However, a number of studies neglect certain elements of needs analysis, which can result in problems in subsequent stages of ESP teaching. This mixed-method study aimed to identify the problems that higher education ESP practitioners in Thailand encountered and the solutions they employed and to develop a potential practices model for ESP practitioners. Semi-structured interviews and Analytic Hierarchy Process (AHP) pairwise comparisons were employed to reveal 54 problems in six categories. Three highest-ranked problems were 1) the ESP practitioners’ lack of specialization in relevant fields (34.62%), 2) unsuitable classrooms and facilities (29.15%), and 3) the lack of specific course objective-oriented and cost-effective commercial textbooks (19.09%). The average consistency ratio (C.R.) was 0.32. The study suggested the need for training provisions and inclusion of ESP courses in English curricula. The ESP practices model suggested practices for institutions, such as conducting comprehensive needs analysis and providing suitable facilities and budgets. ESP practitioners were advised to utilize needs analysis for course design and employ active learning approaches. These recommendations aimed to enhance ESP education and improve an English curriculum, teaching practices, and evaluation processes.","PeriodicalId":486915,"journal":{"name":"Asian journal of education and training","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136015844","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}
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