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 study set out to research and evaluate the needs in developing creative problem-solving skills (CPSS) of undergraduate students through developing and evaluating a digital storytelling process using Padlet. The sampling process used simple random sampling to select 332 teachers from 83 schools in Bangkok. The data was collected using a needs assessment questionnaire, training course questionnaire, and satisfaction questionnaire. Descriptive statistics used for the analysis included frequency, percentage, mean and standard deviation (SD). The data collected were mean scores of expert validity testing and student inter-rater reliability testing. The assessment evaluated student satisfaction toward the CPSS training course using 30 students in the Computer Education Program at Dhonburi Rajabhat University's Faculty of Education in Thailand. The findings revealed that of the four aspects identified for developing undergraduate CPSS, elaboration was at the top of the priority of needs (PNIModified = 0.20). This was followed by originality and flexibility (PNIModified = 0.19). Finally, was fluency (PNIModified = 0.18). Also, analysis of the prospective condition was ranked 'high' across all four aspects with an average of (x) over bar = 4.38 SD = 0.06. Further analysis of the real condition showed that all four aspects had an average of (x) over bar = 3.67, SD = 0.06. The study contributes to the literature in that it demonstrated that correctly developed and implemented undergraduate student CPSS can increase significantly. This fact is critical in knowing as a nation's future depends on its work-force and leaders having CPSS.

Purpose: The increasing ubiquity of smartphones has created a growing demand for web designers skilled in creating responsive, user-centered, and smartphone-accessible websites. However, Thai undergraduate students often lack specialized training in mobile website design, highlighting a critical gap in digital education. While cooperative and blended learning has been recognized as effective pedagogical strategies, there is limited research on how these approaches can be integrated to address specific skill gaps in mobile web design. This study aims to develop and evaluate a Collaborative-Blended Learning Management Model (CBLMM) to enhance students’ proficiency in smartphone website design.Methods: The CBLMM was developed by synthesizing cooperative and blended learning literature and a needs assessment focused on mobile web design competencies. The model consists of six key stages: (1) online self-study, (2) in-class lectures, (3) group activities, (4) project presentations, (5) summarization and evaluation, and (6) discussion and reflection. The model was evaluated by nine experts using a connoisseurship approach, assessing its usefulness, feasibility, appropriateness, accuracy, and effectiveness. To test the model’s efficacy, an experimental study was conducted with 19 third-year students enrolled in a web design course.Results: Expert evaluations indicated that the CBLMM received high ratings across all assessment criteria. The experimental results showed a statistically significant improvement in students’ mobile website design skills, surpassing the 60% benchmark with significance at p < 0.05. Post-learning assessments also revealed marked improvements in user experience (UX) design compared to pre-learning performance. The effect size analysis indicated a moderate practical impact on skill development (d = 0.44) and a significant effect on academic achievement (d = 1.18).Discussion: These findings suggest that structured, collaborative, and blended learning approaches can effectively equip students with essential digital design skills, filling critical gaps in higher education curricula. The study contributes to the field by demonstrating the CBLMM’s potential for enhancing mobile web design education, with broader implications for curriculum development and instructional design. Future research should explore the model’s applicability in diverse educational settings, examine long-term skill retention, and integrate emerging technologies such as AI-driven adaptive learning to refine digital education strategies further.

In this study, we present a comprehensive needs assessment (NA) aimed at identifying key factors that contribute to enhancing instructor skills in mobile website design (MWDS). In the realm of professional development, the significance of NAs for user experience (UX) designers has gained attention, with scholars emphasizing the importance of competency modeling to elucidate the intricate knowledge, skills, and abilities inherent in UX design. This perspective aligns with the essential nature of learning NAs for continuous professional development. Therefore, the objective of our investigation was to evaluate the current state of instructor MWDS and their real-world user experience through a sample of 41 individuals, including information technology (IT) instructors and IT entrepreneurs. Employing a simple random sampling method in August 2023, our study utilized descriptive statistics to analyze the data, revealing a moderate proficiency level (mean [M]=3.40). Interestingly, the highest rankings in our findings were attributed to planning mobile website design from a user experience perspective (M=3.81) and developing or creating a website for mobile devices user experience (M=3.81). These skills demonstrated consistent high perceived importance (M=4.78). Moreover, specific aspects of MWDS stood out in terms of significance, with developing or creating mobile websites’ user experience holding the top priority (M=4.87), followed closely by designing mobile websites’ user experience (M=4.79) and developing or prototyping mobile websites’ user experience (M=4.77). Our findings underscore the urgent need to prioritize the promotion of MWDS, particularly those focused on user experience. Using priority needs index modified (PNImodified) method, we identified that user research holds the highest priority (PNImodified=0.56), followed closely by mobile website design user experience (PNImodified=0.41), and defining website content for mobile devices user experience (PNImodified=0.40). This information provides valuable insights for educational institutions and industry stakeholders, guiding efforts to enhance instructor skills and align curricula with the evolving demands of mobile web design. In summary, our study sheds light on the current state of instructor MWDS, emphasizing the importance of user experience-related competencies. The identified priority needs offer valuable guidance for educational institutions and industry stakeholders, facilitating efforts to enhance instructor skills and align curricula with the dynamic requirements of mobile web design. Notably, our results align with the hypothesis testing, where paired sample t-test statistics found that both overall and individual aspects indicated a statistically significant preference for desired over actual outcomes at the .01 level.

The research aimed to analyze the eco-friendly behavior (EFB) of Thai undergraduate pre-service teachers (PSTs). Multi-stage random sampling was used to select 211 individuals majoring in industrial education from four Thai universities. The second-order confirmatory factor analysis used LISREL 9.10 and SPSS for Windows 21 was used for the descriptive statistics. Furthermore, five elements were perceived to influence PST EFB positively. This included the product’s eco-friendly price (EFP), eco-friendly safety (EFS), eco-friendly image (EFI), eco-friendly environment (EFE), and finally eco-friendly quality (EFQ). Moreover, it was determined that a product’s EFI was most important to the PSTs, followed by its EFQ, EFS, EFE, and EFP. Moreover, of the 20 items the PSTs were asked about, they believed that non-plastic bag use for EFB was judged most important. However, at the other end of EFB was a product’s price importance.

In vocational undergraduate education, student loyalty (SL) really matters. Unfortunately, little is known about how it operates within institutional governance. This is especially true in China's rapidly growing Vocational Undergraduate Universities (CVUUs). In this study, the authors sought to fill this gap by building on two well-known models: the American Customer Satisfaction Index (ACSI) and SERVQUAL. Afterward, a new higher-order concept, "Innovative Educational Management" (IEM), was proposed, encompassing digital administrative innovation, resource management, and new approaches to assessment. It was then conceptualized that IEM might be a key driver of SL. To test this, the authors collected data through the end of June 2025, conducting a national census that reached all 87 CVUUs officially recognized by China's Ministry of Education. Eventually, 300 valid survey responses from full-time undergraduates were collected. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used for data analysis along with a two-stage hierarchical component model. Results revealed that IEM significantly improves service quality (SQ) (β = 0.409, p < 0.001), initiating a chain reaction: IEM → SQ → perceived value (PV) → student satisfaction (SS) → SL. The model explained 32.1% of the differences in SS and 17.0% in SL, with all seven of the direct hypotheses supported at p < 0.01. Interestingly, the strongest indirect effect was IEM on SL through SS alone (β = 0.069, p = 0.005). In conclusion, the authors suggest that management innovation serves as a structural foundation, enabling better, step-by-step experiences.