Hope and loneliness are significant psychosocial factors that greatly influence the quality of life (QoL) among older adults. However, few studies have examined these constructs simultaneously in rural aging populations in Southeast Asia. This study aimed to investigate the relationships between hope, loneliness, and QoL among community-dwelling older adults in northeastern Thailand. A cross-sectional study was conducted with 250 participants aged 60 years and older, recruited through convenience sampling. Descriptive statistics summarized participant characteristics, while hierarchical regression identified QoL predictors. The participants (mean age = 70.41 years; 52.8% female) reported a high level of hope (M = 33.35), a moderate level of loneliness (M = 8.81), and a good level of QoL (M = 99.13). Hierarchical regression analysis revealed that age, occupation, monthly income, income source, education, health insurance, comorbidities, hope, and loneliness were significant predictors of QoL. Together, these factors accounted for 55.1% of the variance in QoL. Both hope and loneliness have a significant impact on QoL in older adults. Interventions designed to reduce loneliness and foster hope may prove effective in enhancing the well-being of aging populations. These findings underscore the importance of integrating psychosocial and community-based approaches into geriatric care and public health planning.

Fear of missing out (FOMO) has become an important digital mental health concern among Generation Z, a population highly engaged with social media and online interaction. This study examined the associations among digital intelligence, emotional intelligence, self-disclosure, and FOMO among Generation Z individuals in Thailand. A cross-sectional quantitative study was conducted from December 2025 to January 2026. Data were collected from 322 participants using self-administered questionnaires and analyzed using descriptive statistics and partial least squares structural equation modeling. The results showed that digital intelligence was positively associated with FOMO, whereas emotional intelligence and self-disclosure were not significantly associated with FOMO. Self-disclosure did not mediate the associations between emotional intelligence, digital intelligence, and FOMO. However, the measurement model showed acceptable internal consistency but limited convergent validity, as average variance extracted values were below the conventional threshold for all constructs. Therefore, the structural findings should be interpreted as preliminary and exploratory. The positive association between digital intelligence and FOMO may reflect greater exposure to online social activity, social comparison, or possible overlap between the constructs, rather than a harmful effect of digital intelligence itself. These findings contribute initial evidence from Thailand but should not be used alone to guide public health practice or policy. Future studies should refine the measurement instruments, examine individual dimensions of digital intelligence, and confirm the observed relationships using stronger psychometric and longitudinal designs.

Background: Amid rising concerns about student mental health in the post-COVID-19 era, school systems, especially in low- and middle-income countries, face major challenges in providing timely psychological support. Teachers often serve as frontline providers, yet most lack formal training in digital counseling methods required in online or hybrid learning environments. Objectives: This study aimed to evaluate the effectiveness of an Online Counseling Competencies Training Program (OCCTP) for improving the digital counseling skills of secondary school advisory teachers in Thailand. Methods: A quasi-experimental design with a pre-test/post-test and a comparison group was used. Sixty teachers were recruited and evenly assigned to an intervention or control group. The intervention group received a nine-session online training program covering adaptive counseling techniques, digital ethics, and secure technology platforms. Counseling competencies were assessed using the validated Online Counseling Competencies Scale (OCCS) at three time points: pre-intervention, post-intervention, and three-month follow-up. Data were analyzed using repeated-measures ANOVA. Results: The intervention group demonstrated statistically significant improvements in digital counseling competencies between pre- and post-test (P < 0.001), with sustained effects at follow-up. No significant improvements were observed in the control group. Improvements included enhanced skills in online empathy, ethical practice, and technology use. Conclusion: The OCCTP effectively enhances teacher competencies for digital mental health support and may be integrated into professional development frameworks to strengthen school-based mental health services. Its scalability offers potential for broader implementation in low-resource educational settings.