Background: University students are an essential human resource for national development. Thus, it is important to study the stress, adversity quotient, and health behaviors of these students during the COVID-19 pandemic.Objective: This study aimed to identify stress, adversity quotient, and health behaviors and examine the relationship between these factors in undergraduate students during the COVID-19 outbreak.Methods: The current study was a quantitative study with a cross-sectional design. A total of 416 undergraduate students in a Thai university were selected using a convenience sampling technique. A questionnaire was used to collect the data on stress, adversity quotient, and health behaviors of undergraduate students during the COVID-19 outbreak. Data were analyzed using mean, standard deviation, and Pearson’s Product Moment Correlation Coefficient.Results: This study indicated that stress was at a high level (3.54 ± .53; Mean ± SD), adversity quotient was at a high level (3.77 ± .63; Mean ± SD), and health behaviors were at a moderate level (3.06 ± .53; Mean ± SD). The current study also found that stress and adversity quotient were irrelevant. Stress and health behaviors were negatively correlated with a level of significance of .01 (r = -.31), and adversity quotient and health behaviors were positively correlated with a level of significance of .01 (r = .051).Conclusion: It is suggested that healthcare providers, families, and professors should consider stress and adversity quotient in developing interventions to promote healthy behaviors in terms of physical and psychological factors in university students.

Background: The COVID-19 pandemic has affected the health behaviors of university students. Thus, factors influencing students’ health behaviors during the COVID-19 outbreak should be examined. Purpose: To our knowledge, little is known about stress, adversity quotient, and health behaviors of university students in Thailand. Therefore, the aims of this study were to determine the relationships among socioeconomic factors, stress, and adversity quotient influencing university students’ health behavior during the COVID-19 crisis. Patients and Methods: We conducted a cross-sectional predictive study; it was included 416 undergraduate students ≥ 18 years of age at a university in Thailand. We used descriptive statistics, chi-squared test, and stepwise multiple linear regression for data analysis. Results: The results indicated that most participants were women (71.90%), and the highest proportion of students were enrolled in College of Politics and Governance (25.24%). Most of the students had a high stress level (M = 3.54, SD = 0.53), high adversity quotient (M = 3.77, SD = 0.63), and good health behavior (M = 3.06, SD = 0.53). Adversity quotient, stress, and current faculty/college were significant predictors of health behaviors of undergrad students (total variance: 37.2%). Conclusion: Total adversity quotient was the strongest predictor of health behavior, followed by stress and current faculty/colleges. On the basis of our results, we suggested that faculty members, caretakers, and interdisciplinary care teams should consider adversity quotient and stress in developing activities to encourage and promote students’ physical and mental health behaviors, particularly during the COVID-19.

The aim of this study is to examine the components of multicultural competence among pre-service teacher students in Thailand and to develop and assess the reliability of a model of multicultural competence for pre-service teacher students in Thailand. Multistage stratified random sampling was utilized to recruit 600 pre-service teacher students from undergraduate education programs at the Faculty of Education in Thailand. Data were collected through self-report questionnaires. The data analysis employed descriptive statistics and second-order confirmatory factor analysis (CFA). The findings indicate that multicultural competence among pre-service teacher students comprises three components: cultural awareness, cultural knowledge, and personal skills. Furthermore, this study identified that the model of multicultural competence among pre-service teacher students demonstrated good fit indices for the modified model (χ² = 30.902, df = 21, p-value = 0.0753, χ²/df = 1.472; root mean square error of approximation (RMSEA) = 0.028; standardized root means square residual (SRMR) = 0.013; Tucker–Lewis index (TLI) = 0.996; comparative fit index (CFI) = 0.999). Based on these findings, effective teaching in diverse environments necessitates a thorough understanding of multicultural competence.

Southeast Asia has a high prevalence of mental health problems and a low desire to seek professional help. Low treatment rates in LMICs are also reflected in the lack of readily available treatments geared toward students. In developing countries such as Thailand, academic advisors in higher education play another extra role in providing appropriate mental health counseling beyond teaching, researching, and delivering academic advising to their students. This quasi-experimental research aimed to study counseling’s competency of academic advisors in higher education and develop counseling’s competency of academic advisors in higher education. The sample groups used in this study were academic advisors who worked in a Thai university. There were two data collection stages. In stage 1, 250 samples were selected using a multi-stage random sampling technique for examining counseling competency. In stage 2, 60 samples used in the first stage having counseling’s competency score rating from low to moderate were equally divided into two groups (control and intervention). The results in the first stage showed that the total mean score of counseling competency was moderate. In the second stage, the hypothesis-tested result also showed significant differences in counseling competency outcomes in the intervention and control groups. These findings highlight intervention; the Brief Counseling Competency Training Program (BCCTP) could be helpful for reskilling and upskilling academic advisors’ counseling competency, especially attitude dimension, and implicate set friendly services, a sustainable academic advisor network to support and strengthen these competencies.

Self-efficacy (SE) enables pre-service teachers to manage learning tasks and solve problems with confidence, which is essential for professional development and for addressing real-world teaching challenges. This study aimed to enhance SE through an integrated approach combining Lesson Study and Community of Practice (CoP plus LS) to better prepare pre-service teachers for classroom practice. Thirteen pre-service teachers in a teaching practicum were assigned to either an experimental group (CoP plus LS, n = 7) or a control group receiving conventional training (n = 6). A mixed-methods design was employed: SE was measured quantitatively using validated questionnaires at three time points (pre-test, post-test, and 8-week follow-up), and qualitative data were collected through semi-structured group interviews. Quantitative results showed that the CoP plus LS group demonstrated significantly greater improvement in SE compared to the control group. Within the CoP plus LS group, SE increased significantly from pre-test to post-test, with scores at follow-up remaining higher than baseline despite a slight decline. Qualitative findings revealed four themes: (1) enhanced classroom management and instructional design, (2) stronger professional identity and commitment, (3) recognition of real-world teaching challenges, and (4) growth through collaborative reflection and learning. Overall, the findings indicate that CoP plus LS effectively strengthens SE among pre-service teachers. Incorporating this approach into teacher education is recommended to enhance psychological readiness and foster sustainable professional growth.

This study aims to develop a learning activity grounded in the community-based learning (CBL) approach to enhance the problem-solving competency of mathematics pre-service teachers. Designed using the ADDIE instructional design model, the process spanned from needs assessment to post-implementation evaluation. The prototype was tested with 24 mathematics pre-service teachers through open-ended assessments. The study introduces a structured framework for CBL activities in five stages: preparation, problem identification, creation, implementation, and reflection. Findings show that CBL activities significantly enhance problem-solving competency by bridging theoretical knowledge with real-world contexts. This approach not only strengthens problem-solving abilities but also supports deeper integration of knowledge into teaching practice. By incorporating CBL principles into the ADDIE model, the study offers a collaborative, practical strategy for instructional design. Peer interaction was facilitated through group projects, while community engagement involved working with local stakeholders to address authentic problems–both integral to developing the problem-solving capacity of future mathematics teachers.