The effect of the latest novel Coronavirus (COVID-19) on higher education, specifically the transition from face-to-face sessions to online and interactive learning systems, is investigated in this study. The paper discusses the difficulties that higher education institutions face in transitioning to ‘online pedagogy,’ including mobility issues, technology connectivity, digital learning, and differential access to education. The key obstacles of a shift to distance learning during COVID-19, according to the findings, are technical resources and differential access to education. Though COVID-19 was challenging for students, it also served as a springboard for realistic alternatives such as artificial intelligence (AI), public-private educational collaborations, and digitalization. Universities should study policies to mitigate the detrimental effects of COVID-19, according to the findings, while maintaining a dedication to creativity and large-scale changes in practice.

This study explores the implementation of artificial intelligence (AI) in an educational context and its impact on data-driven decision-making related to student engagement, academic success, and creativity. Contextually, considering the necessity of utilization AI tools in education as a predominant factor in educational practice, this research provides full-fledged knowledge and approach on the overall implementation and significance of AI tools using hypothetical situation evidence (background materials), which are required to understand their prominence. We use a mixed-methods approach, combining quantitative analysis of institutional records and surveys capturing student engagement, academic performance and innovative thinking pre-post AI implementation with qualitative case studies which provide detailed insights into how AI tools can be implemented effectively in educational settings. This study is based on secondary data source, major publications available in the Scopus database related to AI in education. Search terms for data search were "Artificial Intelligence in Education," "AI-driven tools," "Impact of AI on classroom dynamics", "Personalized learning", "Educational technology, AI, and creativity in education", Critical thinking in the classroom, Adaptive learning systems), intelligent tutoring systems)." Student engagement. The results demonstrate significant gains in multiple metrics, with engagement scores increasing by 20–23%, GPA from 9% to 14%, and innovative thinking skills levels swelling from 44% to 57%. About 65%-75% of teacher surveys indicated a positive impact of AI on teaching and learning. The study also notes constraints including confounding whereby the inability to control for factors that may affect odds of innovative thinking and conceptualization in measuring innovative thinking. This is role, it should also advocate for longitudinal inquiries, establish standardized ways of assessing, and be analytical about the ethical implications raised by AI in education. Overall, this study underscores that AI has considerable potential to improve educational achievement and the necessity of systematic research in order to actualize its benefits. This study reinforces the possibility of AI making a big difference in improving educational results. As such, it illuminates the importance of systematic investigations into AI´s function in education to obtain full knowledge on how best to take advantage.

Coronavirus disease 2019 (COVID-19) first appeared in China in late 2019 and since then it has become a pandemic. Various countries, in accordance with their cultures, have adopted different approaches to deal with the spread of this disease. The dimensions of this disease and its global spread are such that it will certainly have enormous effects on various aspects of human life for many years. One of these issues is examining the approach of religious countries in dealing with this crisis. The issue of science and religion is one of the main issues in the philosophy of religion. A historical event that human society is struggling with today is the COVID-19 crisis. The issues of religion and science were intertwined during the COVID-19 outbreak, contrary to what some thought. This shows that the opposition between religion and science is not real but aims to attack religion without a valid reason. Given the importance of the subject, this article addresses two aspects of people’s exposure to religion during the COVID-19 period. On the one hand, the researchers’ field observations indicate that group of citizens has turned towards religious teachings since the beginning of the COVID-19 crisis. On the other hand, another group of citizens have distanced themselves from religiosity, raising the duality of science and religion.Contribution: This article describes the dual attitude of citizens towards religiosity due to the occurrence of COVID-19, which has not been previously considered in research.

Objective. This study compared teacher-centered and student-centered learning approaches by identifying and examining word clustering in related research literature. Design/Methodology/Approach. To categorize and compare research findings on each learning approach, a cluster mapping methodology was employed. Five distinct clusters were identified for teacher-centered and student-centered approaches, focusing on themes relevant to each methodology. Results/Discussion. For the teacher-centered approach, the identified clusters are Educational Content and Beliefs, Teaching Actions and Applications, Educational Approaches and Environment, Educational Competency and Context, and Curriculum and Implementation. These clusters highlight key aspects such as pedagogical strategies, teacher effectiveness, and curriculum development. Conversely, the student-centered approach clusters include Educational Achievement and Performance, Academic Institutions and Success, Educational Processes and Agreements, Accessibility and Support in Education, and Educational Best Practices and Considerations. These categories focus on student success, institutional commitment, and access. When compared, the student-centered approach refers to a means by which students are engaged and perform, while the teachers center on instructional procedures and teacher abilities. These two models relate to assessment and learning environments but concentrate on different things. Balanced frameworks integrating components from both positions may improve educational practice for educators, policymakers, and researchers. Future research should investigate hybrid models to capitalize on the strengths of both approaches for improved educational efficacy. Conclusion. These approaches are markedly distinct from one another. Teacher-centered learning was driven by standardized testing and uniform assessments, whereas student-centered learning is designed to facilitate individual progress with continuous feedback through formative assessments. The differing perspectives on assessment reinforce the distinction between the two approaches, with proponents of each offering a compelling set of arguments in favor of and against their respective approaches.

This study aims to investigate the impact of using authentic materials on language learning outcomes in ESL/EFL learners. The study involved a control group that relied on traditional textbook materials and an experimental group that was exposed to authentic materials with the sample population of 111 students who took GEN60-116- English for Community Development course in term/1/ 2018 at Walailak University with the course duration of 13 weeks. Post-test results were analyzed and compared to pre-test scores for both groups. The control group's post-test scores were lower than their pre-test scores, suggesting that the traditional textbook approach may not effectively support language learning needs. In contrast, the experimental group's post-test scores surpassed their pre-test scores, indicating that exposure to authentic materials had a positive impact on their language learning outcomes. The study's findings align with the previous studies on the benefits of authentic materials in language instruction, as exposure to authentic materials can enhance vocabulary acquisition, listening comprehension, reading comprehension, writing skills, and overall language proficiency. These results have significant implications for language teachers and curriculum designers. This study suggests that incorporating authentic materials in language instruction can enhance language learning outcomes, enabling learners to develop a deeper understanding of the language and its usage in authentic contexts.

The term pluralism in the culture of education relates to the acknowledgment, incorporation, and celebration of various cultural, ethnic, social, and ideological perspectives within educational settings. This study employs a bibliometric analysis to map the trend of pluralism in the culture of education in Thailand in its 500 publications since from the year of publication between 2000 and 2024 Literature data in this article collected from Scopus, web of science, and Google Scholar. Publication output saw a major increase, growing from 15 articles in 2000–2005 to 257 in 2021–2024—a period that then had a greater number of citations, 12.3 per article in 2000–2005 to 26.9 for 2020–2024. There was also an increase in the mean journal impact factor (IF) from 2.7 to 4.6, which reflects the increased academic attention towards and exposure of pluralism research in Thai education. In terms of institutional output, Chulalongkorn University ranks highest at 45 publications and 1450 citations (32.4 citations/article) followed by Mahidol University (38 publications, 1090 citations, 28.7 citations/article). National wise, Thailand leads in sheer number, with 320 publications, while international publishing takes with the United States, Malaysia, and the United Kingdom scoring similar citation per article (15.3 to 19.8) Keyword analysis: “pluralism,” “education policy” In regression analysis, institutional collaboration (β = 0.78, p = 0.002) and journal IF (β = 0.45, p = 0.025) were also significant predictors of citation impact. Citations are also elevated by open access publication (β = 0.56, p = .012). The study found that pluralism studies on Thai education are very extensive, indicating an increasing opportunity for international cooperation for the development of pluralism education with the contributions from Thai universities or centers in recent years. This study provides practical implications for policy, curriculum design, and teacher training, promoting inclusive, equitable, and culturally responsive education in Thailand and beyond.