Background: While there is research on protective factors against smartphone addiction (SA) and phubbing, which impact adolescents’ physical, psychological, interpersonal, and academic well-being, focused studies on these issues among Thai Muslim students in Southern Thailand remain scarce. Objectives: To bridge this gap, this research aimed to explore the influence of five family functioning factors—discipline, communication and problem-solving (CPS), relationship, emotional status, and family support—guided by family systems theory and the McMaster Model, on SA and phubbing. Methods: Data from 825 Thai Muslim adolescent secondary school students (Female N = 459 (55.7%), M_age = 15.11 ± 1.78) across three southern Thai provinces were analyzed utilizing structural equation modeling (SEM). Results: Significant connections were identified between family functioning factors, particularly emotional status and discipline, and SA, and their impact on phubbing behavior. SA was found to mediate the relationship between these two family factors and phubbing. Interestingly, a higher quality of family relationships was found to be associated with an increased risk of SA, while the other two family functions—CPS and family support—demonstrated no significant association with these digital behaviors. Conclusions: Despite its limitations, including a cross-sectional design and reliance on self-reports, the study underscores the importance of specific family functions in preventing and addressing adolescent SA and phubbing.

Developing multicultural leadership in youth is crucial for fostering social harmony, emphasizing cross-cultural communication, adaptability, creative problem solving, and ethical leadership, particularly in Thailand’s three southern border provinces. This study aimed to analyze the confirmatory factors and assess the validity of the measurement model for multicultural leadership among youth in Thailand’s three southern border provinces. The study sample comprised 640 participants, and the data were analyzed using second-order confirmatory factor analysis. The findings revealed that multicultural leadership among youth in the region consists of the following six key components: (1) awareness and acceptance of cultural diversity, (2) intercultural communication skills, (3) flexibility and adaptability in multicultural contexts, (4) creative problem solving in a multicultural context, (5) building intercultural collaboration networks, and (6) developing culturally relevant morality and ethics. The measurement model demonstrated a good fit with the empirical data. Considering the Chi-square value of 411.81, p-value of 0.07, the relative Chi-square (χ²/df) was 1.11, the Goodness-of-Fitness Index (GFI) was 0.96, the Adjusted Goodness-of-Fitness Index (AGFI) was 0.94, and the Root Mean Square Residuals Index (SRMR) was 0.03. These findings provide valuable insights for formulating effective policies and concrete strategies to enhance and develop multicultural leadership among youth in diverse sociocultural contexts.

The purpose of this research was: to investigate ways to solve problems of bullying behaviors among students of Islamic private schools in Songkhla Province. The data of this qualitative study were collected from brainstorming meetings and critique meetings with representatives of 10 teachers, 10 students, and 10 parents and guardians. The data were analyzed using comparative logic of concepts, theories, research reports, and context based on grounded theory method.The results of the study revealed that ways to solve problems of bullying behaviors among students of Islamic private schools in Songkhla Province were: group study activities emphasizing training on correct Islamic ways, giving advice, instructive reprimands, providing good models, and teaching religion, discipline training, and organizing special projects emphasizing the socialization process of their mind, emotion, intelligence, and Islamic religious spirit.

The purpose of this qualitative study was to explore the Islamic way of youth care by Muslim leaders in the three southern-border provinces of Thailand, namely Pattani, Yala, and Narathiwat. The data was collected through brainstorming and critique meetings with 18 Muslim leaders, 18 youth representatives, 6 Muslim academicians, and 8 people from related local organizations. The data was analyzed using logical comparison with concepts, theories, and research reports while the context was analyzed through the grounded theory method. The results revealed that the Islamic way of youth care should be conducted with cooperation from all organizations and people who are concerned; youth should be given opportunities to participate in every step of the process; Muslim leaders should be encouraged to realize the importance of their roles and responsibilities for youth care; and a “Village Youth Club” should be established by using local a masjid as the center of operation. The club should have an administrative structure, concrete roles and responsibilities, and activities both in the religious and the social sectors that correspond with needs of the Muslim youth and are in line with Islamic principles.

The purpose of this research is to investigate family and upbringing background of students with bullying behavior in Islamic private schools in Pattani Province, Southern Thailand. The data for this qualitative study were collected through in-depth interviews with 15 teachers and school personnel, 15 bullying students, 15 bullied students, and 15 parents and guardians. Content analysis was performed with the data using logics, concepts, theories, research reports along with the context, and grounded theory method.The results of the study revealed that family and upbringing background had effects on students’ behavior. Upbringing characterized children’s behavior, especially children who were faced with domestic violence such as parents’ quarrels, and children being severely punished, etc. that might result in children absorption and imitation of such violence. The results of this study are beneficial directly to personnel and organizations related to children in policy making and measure taking in order to provide help and improve the problem of bullying so as to make students behave appropriately, and to prevent students from behaving more violently.