The development of modern technologies facilitated for teachers to integrate and use them in managing their teaching classroom. The aim of this paper is to explore how teachers in the Khon Kaen University (KKU) Smart Learning Project use the smart learning concept and innovation to manage their classroom in the digital learning environment. The qualitative research was conducted to clarify the teaching process of teachers in Grade 7-9 at junior high schools using KKU Smart Learning with three subjects (namely, Mathematics, Science, and English). Consequently, 18 in-depth interviews and six observations were done. The results of this research showed that teachers applied and used the basis of KKU Smart Learning technologies, contents, and guidelines to manage their classroom, including design teaching activities in accordance with the learners' characteristics; create a pleasant learning atmosphere to enhance their thinking ability, knowledge and skills; organize learning activities and solve problematic situations; promote learning motivation; develop and evaluate learners' competence. However, the classroom management of teachers faced with some problems concerning the limitation of internet connection, lack of digital devices and digital literacy of teachers and learners. The findings of this paper have implications for educators, administrators, teachers and stakeholders to design holistic solutions to enhance the quality of educational activities and academic performance.

This paper explored the characteristics of the digital learning ecosystem (DLE) in educational institutions based on the analysis of English scholarly discourse from various sources between 2002 and 2021. The content analysis method was used to examine core conceptual elements from the existing models. Researchers used Google Scholar and other databases to collect sources using relevant keywords. In total, 35 publications were collected and analyzed to provide a general picture of themes, including (1) components/models of DLE, (2) roles of components in DLE, and (3) enabler and barrier factors on DLE. The findings showed that DLE included different components, and the interaction between them played important roles in enhancing the educational quality. Besides, the internal and external factors have influenced the development of a DLE. However, there are some limitations from previous research of the lack of the analysis of (1) the teacher–supporter interaction in learning process, (2) the emerging technologies (i.e., artificial intelligent (AI), augmented reality (AR), virtual reality (VR) and Internet of things (IoT) applied in the DLE, (3) and some issues pertaining the copyright, intellectual properties of learning contents and the integration of digital contents into learning management system. This study could be considered basic background for future research to select and design a DLE and conduct appropriate studies. In addition, this study has important implications for policy-makers, administrators, teachers, and other staff for educational institutions with respect to using DLEs to deploy effective solutions.

Purpose: This paper aims to investigate the current state and influential factors in the development of digital literacy of the students in Thailand’s higher education institutions. Design/methodology/approach: The quantitative research method was applied with a survey conducted to collect information from the target group that consisted of administrators, lecturers and students of 116 Thai universities. Respondents included 81 administrators, 500 lecturers and 1,000 students. Findings: The findings revealed that 61.73 per cent of the universities set digital literacy as an undergraduate program policy, 30.86 per cent set it as a student development policy, while 12.35 per cent do not have any policy in this regard. In total, 40.74 per cent of the universities establish digital literacy as the required graduates’ trait, and 22.22 per cent establish it as a graduate’s identity. The study of factors related to digital literacy development showed that the respondents see that all of the factors affect students’ digital literacy development at a high level, including infrastructures, human resources, students’ awareness, external environments, development process, university’s policy and academic management. Originality/value: In Thailand, universities have seen the importance of information literacy development for students at a certain level. However, the concepts of information literacy and digital literacy differ. While information literacy mainly comprises technical skill and information management skill, digital literacy is composed of technical skill, cognitive skill and emotional-social skills. This paper presents the first research on digital literacy development in Thai higher education.

It is very challenging to regulate emerging innovations in the rapid evolution of online education, especially during the pandemic of Covid-19. Modern online learning systems must take both educational and technological factors into account. For learning purposes, universities have attempted to facilitate their students with online learning practices and phases using emerging technologies. In this study, the online student platform for humanities and social sciences students (HUSO-OPS) was developed using the user-centric, TPACK, and V-model design. Especially, the V-model mostly focused on the field of app engineering online learning network coordination. The 5-axis framework was to enhance the TPACK model to address online learning in more detail about pedagogy, content, movement technology, and the learner profile. The development also concerns the content as well as the context of learning. This research demonstrates the outstanding use of the HUSO-OPS platform during the global pandemic of Covid-19. They explain the different factors involved and the successful interconnections needed for optimum and efficient online learning implementation. The balance of the five parts on the online learning platform in design or consultation is a plural reflection matter.

Digital learning ecosystem plays important roles for transforming teaching classroom into learning community. This article used a mixed method to (1) explore the teaching and learning activities and components of a digital learning ecosystem through eighteen in-depth interviews and six observation classroom teachings of three subjects (English, Mathematics, and Science), and (2) measure the factors influencing the success of the ecosystem from a survey of 350 teachers at high schools in Thailand under the KKU Smart Learning Project. The quantitative data is analyzed by using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis; meanwhile, researchers used manually coding method for qualitative data to categorize data into themes and sub-themes. The findings revealed an ecosystem includes four core components: learning community, learning atmosphere, active learning, and teaching and learning support. However, it is important for junior high schools to clarify and improve seven factors affecting the development of this ecosystem to boost classroom transformation into learning community. This study is useful for policy makers, educators, and teachers to issue educational policies and objectives, invest infrastructure, design curriculum, and organize teaching activities to enhance the effectiveness of learning outcomes.

Scientific integrity stands as a fundamental principle and benchmark for the conduct of research and the dissemination of scholarly content. The objective of this research aims to explore the impact of research, new and emerging areas of research, and to identify potential research collaborators and journals of scientific integrity for scholarly publishing over the last 20 years. Utilizing data sourced from the Scopus database, this research gathers publications linked to scientific integrity in scholarly publishing spanning from 2004 to 2023. These records were subjected to bibliometric analysis through Bibliometrix and VOSviewer. The findings indicate that research articles are the predominant mode of publication, constituting a substantial 67.27% of the total. Moreover, this content has been contributed by a diverse group of 2,596 authors. The Journal of Science and Engineering Ethics distinguishes itself with an outstanding record of publishing 62 articles and an impressive H-index of 19. The USA possesses the most extensive collaborative network, followed by Australia and the United Kingdom. Another significant discovery from this research underscores that over 20 years, dominant research trends have revolved around topics concerning scientific integrity, such as academic integrity, research integrity, and research misconduct.