The study aimed to develop a learning model that enhances Thai student-teacher problem-solving skills (PSS) and academic achievement (AA) through a blended problem-based learning (PBL) approach in online flipped classrooms. Phase 1 consisted of the design of the Flipped PARSER (problem-attempt-research-solutions-evaluation-reflect) Model (FPM) through the study of documentation and research. Phase 2 involved using nine experts to assist with the model's development and evaluation using in-depth interviews and content analysis. Phase 3 involved the application and use of the FPM by 30 student-teachers, from which their AA, PSS, and satisfaction were evaluated against the control group of 31 participants. The results from the nine experts' input on the FPM design were significant. Instructor activities included selecting content, media, materials, and their design and development. Other components included learning activities, tools, lesson delivery, and evaluation. Also, PBL methods were again confirmed as an instrumental pedagogy in teaching PSS. When combined with online learning and flipped classrooms, the study's results were higher than those using traditional classroom methods. The study contributes to the literature by determining that online teaching models effectively teach PSS and raise AA scores.

This research aimed to synthesize a review of the literature and theory to develop a flipped classroom (FC) learning model to enhance 1st-year bachelor degree Thai student teacher academic achievement (AA) and problem-solving skills (PSS). The sample consisted of 90 student teachers who enrolled in the Digital Media and Learning Innovation (DMLI) course in the Elementary Education Program in the Education and Liberal Arts Faculty at Hatyai University in southern Thailand’s Songkhla province. The study used the FC model in an experimental group (S2) (n=30), while simultaneously comparing it to the control (S1) group using traditional classroom methods (n=31) and another group (S3) using problem-based learning (PBL) (n=29). The FC’s model development was reviewed by nine academic experts. The quasi-experiment took place over four weeks in March and April 2021. All instruments were evaluated by an additional five academic experts whose input evaluation was analyzed using MANOVA statistics with IBM’s® SPSS® for Windows Version 21 program. The results showed that Flipped PARSER group (S2) had AA results significantly higher than both the traditional and PBL groups. Also, S2’s results concerning their PSS were also significantly higher than S1 and S3 as well, while their student teacher satisfaction was also at the highest level. These results showed that the proposed Flipped PARSER Model excels at promoting the development of undergraduate students' motivation, academic achievement, and PSS.

The COVID-19 pandemic has heightened the need for 21st century skills, particularly computer and ICT literacy (CICT) in Thailand. This study aimed to develop a TPACK (Technological Pedagogical and Content Knowledge)-based blended learning model (BLM) to enhance CICT skills and academic performance among 179 Business Administration (BA) undergraduates in the 2022 academic year Computer and Information Applications course. Research instruments were designed and evaluated by experts. Over 18 weeks, qualitative and quantitative data were collected, with the qualitative data undergoing content analysis. Descriptive statistics were used to analyze quantitative data, comparing pretests, post-tests, and 2-week retests using a repeated measure ANOVA. One-sample t-tests were used to assess the model’s impact on CICT skills. The results showed a significant score improvement between tests, with the highest mean being seen in the 2-week retest. The BA-TPACK model significantly enhanced CICT skills, exceeding 80%. The students expressed high satisfaction, with the BA-TPACK model effectively enhancing CICT skills and academic achievement, recommending its integration into future computer and information courses. This study’s contribution lies in addressing the pressing need for CICT skills in the ‘new normal’. By developing and implementing a BLM grounded in the TPACK framework, this study not only enhances students’ CICT proficiency but also fills a crucial gap in the literature regarding effective pedagogical approaches to foster 21st century skills.

The development of Game-based Metaverse learning media, aims to enhance cybersecurity awareness skills among junior high school students. This development follows the ADDIE model, consisting of five steps: analysis, design, development, implementation, and evaluation. The study involved a sample of 35 junior high school volunteers from Thanarat School in Pathum Thani Province, all of whom were in the second semester of the 2024 academic year. Research instruments included the Game-based Metaverse learning media in CoSpaces Edu platform, an achievement test, and a satisfaction assessment form. Three experts evaluated all research instruments. The validity of the achievement test questions was measured using the Item Objective Congruence (IOC) index, with values ranging from 0.80 to 1.00. When tested with a tryout group, the achievement test demonstrated a difficulty value (p) ranging from 0.27 to 0.67 and discrimination power (r) ranging from 0.27 to 0.80. The reliability, calculated using the KR-20 formula, was found to be high at 0.903. The satisfaction assessment form also showed an IOC index from 0.81 to 1.00. This R&D research employed an experimental design using a one-group pretest-posttest approach, and the experiment lasted for a total of 8 hours. Descriptive statistics, including the mean, standard deviation, and dependent t-test, were used to analyze the basic data. The results indicated that the game-based Metaverse learning media had excellent quality (𝑥̅ = 4.67, SD = 0.28). The academic achievement after learning (𝑥̅ = 16.56, SD = 1.04) was significantly higher than before learning (𝑥̅ = 15.37, SD = 1.09), with statistical significance at the 0.05 level. Furthermore, students expressed high satisfaction with the learning media (𝑥̅ = 4.81, SD = 0.46). Therefore, this result indicated that Metaverse-integrated learning can effectively enhance digital awareness, a foundational element for responsible digital citizenship within secondary schooling. The study's primary contribution is the proposal of a Metaverse-based framework for the development of future immersive educational environments.

This study aimed to develop and evaluate a flipped, microlearning, and augmented reality model to enhance undergraduate engineering students’ conceptual understanding and problem‑solving skills in an electrical circuit laboratory course. The participants consisted of 43 first‑year engi‑ neering students, divided into an experimental group (n = 21) and a control group (n = 22). The experimental group was instructed using the integrated model, while the control group received traditional instruction. Research instruments included a learning achievement test, a problem‑solving skills rubric, and a satisfaction questionnaire, all of which demonstrated acceptable validity and reliability. Data were analyzed using multivariate analysis of variance (MANOVA) and mixed ANOVA. The findings indicated that students in the experimental group significantly outperformed those in the control group in both learning achievement (p < .05) and problem‑solving skills (p < .01). In addition, the experimental group demonstrated greater learn‑ ing retention at two weeks after instruction. These results suggest that integrating augmented reality and microlearning within a flipped classroom framework effectively supports conceptual understanding and enhances problem‑solving skills in engineering education. The integrated model provides a practical instructional approach for improving laboratory‑based learning in science and engineering contexts. This study extends existing research by providing an instruc‑ tional framework that supports both cognitive and experiential learning in higher education.

Nowadays, one effective learning method is board game-based learning, which is particularly appealing to fourth-grade Thai elementary students. This research and development (R&D) study, grounded in the design thinking approach and game-based learning principles, aimed to develop a fundamental math board game on addition, subtraction, multiplication, and division to enhance the arithmetic achievement and motivation of fourth-grade Thai students through the design thinking approach. For this purpose, researchers investigated the effects of a fundamental math board game on the academic achievement and experience of the fourth-grade Thai students. The developed board game, based on the concept of design thinking, was evaluated by three academic experts, who rated its instructional quality as high level (𝑥̅ = 4.61, SD = 0.15). Thirty-six fourth-grade students from Thanyasit Silpa School, participating in the second semester of the 2024 academic year, were selected through a Cluster sampling method to learn fundamental mathematics using this board game-based approach. Researchers collected all data, consisting of pretest and post-test achievements and performances, to be analyzed. The results of a dependent t-test comparison indicated that the students' post-test scores (𝑥̅ = 16.75, SD = 1.83) were significantly higher than their pretest scores (𝑥̅ = 7.11, SD = 2.14). Additionally, the students expressed high satisfaction with the learning experience (𝑥̅ = 4.75, SD = 0.52). These findings confirm that the developed fundamental math board game effectively enhances academic achievement and attracts interest in math learning for fourth-grade Thai students, and suggest that the developed boardgame can serve as on effective pedagogical tool for enhancing arithmetic competency and fostering motivation in elementary mathematics education.