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.

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.

Umawadee Detthamrong1, Lan Thi Nguyen2, Yuttana Jaroenruen3, Akkharawoot Takhom4, Vispat Chaichuay2, Knitchepon Chotchantarakun5 and Wirapong Chansanam2 Author informationPDFCitations 1College of Local Administration, Khon Kaen University, Khon Kaen, THAILAND 2Department of Information Science, Faculty of Humanities and Social Sciences, Khon Kaen University, Khon Kaen, THAILAND 3Digital Content and Media Program, School of Informatics, Walailak University, Nakhon

This study aimed to investigate the success factors for transforming classrooms into learning communities in digital learning ecosystem (DLE) of Thailand’s secondary schools. Quantitative research was conducted by using a questionnaire as the research instrument to measure teachers’ evaluation of factors. Purposive sampling was applied to obtain a sample group of secondary schools. The questionnaires were sent to teachers at secondary schools in 20 provinces in Northeast Thailand that were employing the smart learning project for their teaching and learning. Data analysis was performed using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis. The results revealed that learning support technologies, teachers, and learners were the three most important factors influencing the development of DLE (x =4.64, x =4.61, and x =4.49, respectively). The findings of this study have implications for educators, administrators, and teachers to review and discover appropriate ways to invest the necessary conditions that can enhance the quality of DLEs and improve teaching and learning activities in the digital environment at secondary schools.