Insights into Modern Education (i-ME)
https://so19.tci-thaijo.org/index.php/IME
<p><strong>Insights into Modern Education </strong><br /><a href="https://portal.issn.org/resource/ISSN/3057-0050">ISSN: 3057-0050 (Online)</a></p> <p><span style="font-weight: bolder; font-size: 0.875rem;">Aims & Scope: </span></p> <p><span style="font-size: 0.875rem;">Insights into Modern Education (i-ME) is a Thai online journal dedicated to promoting and disseminating knowledge in the fields of education and research, both within Thailand and internationally.</span></p> <p><strong>Types of Article Publications in the Journal</strong><br />(1) Academic Article: Offers significant academic insights, contributing new knowledge (from June 2025).</p> <p><strong>Publication Schedule:</strong></p> <p>In 2024 <span style="font-size: 0.875rem;">I-ME publishes monthly</span><span style="font-size: 0.875rem;"> and i</span>n 2025, i-Me will publish bimonthly as follows:<br />No. 1 January-Febuary<br />No. 2 March-April<br />No. 3 May-June<br />No. 4 July-August<br />No. 5 September-October<br />No. 6 November-December</p> <p><strong>Article Review and Selection Criteria:</strong><br />All submitted articles undergo <strong>a double-blind peer review process at least 2 reviewers </strong>(3 reviewers can be required), where two experts in the relevant field evaluate the work without knowing the author’s identity, and vice versa. Editorial approval is required before publication. Articles must be original, unpublished, and not under consideration elsewhere. Authors are expected to adhere strictly to the journal's submission guidelines and formatting requirements. The opinions expressed in the articles are solely the responsibility of the authors and do not represent the views of the editors.</p> <p><strong>Conditions for Rejection:<br /></strong>(1) Duplication of more than 20% based on CopyCatch from Thaijo.<br />(2) Non-compliance with the journal's format.<br />(3) The article has not been reviewed by experts.<br />(4) Failure to make suggested revisions within one month after notification.</p> <p><strong>Publication Fee: </strong>Free of Charge </p> <p><strong>Publication Language</strong>: English (from June 2025)</p> <p> </p> <p> </p>en-USfmhouse5619@gmail.com (Wachira Ruangsan)Niraj072us@gmail.com (Niraj Ruangsan)Mon, 30 Jun 2025 00:00:00 +0700OJS 3.3.0.8http://blogs.law.harvard.edu/tech/rss60The Evolution of Project-Based Learning: Historical Foundations, Theoretical Perspectives, and Modern Applications
https://so19.tci-thaijo.org/index.php/IME/article/view/1586
<p>This paper examines the evolution of Project-Based Learning (PBL) from its historical foundations to its contemporary applications in modern education. Rooted in constructivist theories, PBL has emerged as a dynamic pedagogical approach that promotes critical thinking, problem-solving, and collaborative learning. This study traces the theoretical perspectives that have shaped PBL, including experiential learning, social constructivism, and inquiry-based instruction. It also explores the integration of technology in PBL, emphasizing how digital tools, artificial intelligence, and virtual learning environments enhance student engagement and knowledge acquisition. The research further highlights the challenges of implementing PBL, such as teacher training, curriculum alignment, and assessment methods. By analyzing case studies from K-12 and higher education settings, this paper demonstrates the effectiveness of PBL in fostering interdisciplinary learning and preparing students for real-world challenges. The findings advocate for the continued refinement of PBL methodologies to align with evolving educational demands and technological advancements.</p>Smithinun Thairoongrojana
Copyright (c) 2025 Insights into Modern Education (i-ME)
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https://so19.tci-thaijo.org/index.php/IME/article/view/1586Thu, 01 May 2025 00:00:00 +0700Problem-Based Learning in Higher Education: Its Historical Development and Impact on Student-Centered Learning
https://so19.tci-thaijo.org/index.php/IME/article/view/1587
<p>This paper examines the evolution of Project-Based Learning (PBL) from its historical foundations to its contemporary applications in modern education. Rooted in constructivist theories, PBL has emerged as a dynamic pedagogical approach that promotes critical thinking, problem-solving, and collaborative learning. This study traces the theoretical perspectives that have shaped PBL, including experiential learning, social constructivism, and inquiry-based instruction. It also explores the integration of technology in PBL, emphasizing how digital tools, artificial intelligence, and virtual learning environments enhance student engagement and knowledge acquisition. The research further highlights the challenges of implementing PBL, such as teacher training, curriculum alignment, and assessment methods. By analyzing case studies from K-12 and higher education settings, this paper demonstrates the effectiveness of PBL in fostering interdisciplinary learning and preparing students for real-world challenges. The findings advocate for the continued refinement of PBL methodologies to align with evolving educational demands and technological advancements.</p>Panjitr Sukumal
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https://so19.tci-thaijo.org/index.php/IME/article/view/1587Thu, 01 May 2025 00:00:00 +0700From Socrates to Science: The Development and Pedagogical Foundations of Inquiry-Based Learning
https://so19.tci-thaijo.org/index.php/IME/article/view/1588
<p>This paper explores the historical evolution and pedagogical foundations of Inquiry-Based Learning (IBL), tracing its development from the Socratic Method to modern scientific inquiry. Inquiry-based learning emphasizes active student engagement, critical thinking, and problem-solving by encouraging learners to ask questions, investigate concepts, and construct their own understanding. The study examines key philosophical influences, including Socratic questioning, constructivist theories, and the integration of scientific inquiry into contemporary education. It highlights the role of educators in facilitating student-driven exploration and the significance of technological advancements in enhancing inquiry-based pedagogy. Additionally, the paper discusses the challenges of implementing IBL, such as assessment complexities, teacher training needs, and institutional constraints. By reviewing case studies of successful applications in various educational disciplines, this research underscores the impact of IBL on student motivation, engagement, and long-term academic achievement. The findings advocate for a broader adoption of inquiry-based methodologies to cultivate critical thinkers prepared for the complexities of the modern world.</p>Phrapalad Wasan Ketngam
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https://so19.tci-thaijo.org/index.php/IME/article/view/1588Thu, 01 May 2025 00:00:00 +0700The Flipped Classroom Model: A 21st Century Approach to Student Engagement
https://so19.tci-thaijo.org/index.php/IME/article/view/1591
<p>This paper explores the Flipped Classroom Model as an innovative pedagogical approach designed to enhance student engagement and learning outcomes in 21<sup>st</sup> century education. By shifting direct instruction to pre-class activities through digital content, students engage with foundational concepts at their own pace, allowing classroom time to be dedicated to interactive, collaborative, and problem-solving activities. This model aligns with constructivist learning theories, emphasizing active learning, student autonomy, and deep understanding. The study examines the theoretical foundations, implementation strategies, and impact of flipped learning on academic performance, critical thinking, and student motivation. Additionally, the paper discusses challenges such as access to technology, student readiness, and the need for effective teacher training. Through case studies and empirical evidence, the findings highlight the potential of flipped classrooms to create dynamic learning environments that foster self-directed learning, engagement, and higher-order thinking skills. The study concludes by emphasizing the need for ongoing research and adaptive strategies to optimize the effectiveness of the Flipped Classroom Model in diverse educational settings.</p>Poolsak Homsombat
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https://so19.tci-thaijo.org/index.php/IME/article/view/1591Thu, 01 May 2025 00:00:00 +0700Cooperative and Collaborative Learning: A Historical and Theoretical Analysis
https://so19.tci-thaijo.org/index.php/IME/article/view/1592
<p>This paper presents a historical and theoretical analysis of cooperative and collaborative learning, emphasizing their evolution and impact on modern education. Rooted in social constructivist principles, these pedagogical approaches foster student engagement, critical thinking, and problem-solving by promoting interactive and group-based learning environments. The study traces the historical development of cooperative learning from early educational theories to contemporary applications, highlighting key figures and models that have shaped its implementation. Additionally, it examines collaborative learning as a distinct but complementary framework that enhances knowledge construction through shared inquiry and digital integration. The paper also explores theoretical foundations such as Vygotsky’s Zone of Proximal Development, Piaget’s Cognitive Development Theory, and theories of group dynamics that inform these methodologies. While cooperative and collaborative learning offer numerous benefits, including improved social skills, academic performance, and motivation, challenges such as group dynamics, assessment complexities, and institutional barriers remain. The findings suggest that integrating these approaches with emerging educational technologies and inclusive teaching strategies can optimize learning experiences, fostering deeper student engagement and success in diverse educational settings.</p>Sarinya Marasri
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https://so19.tci-thaijo.org/index.php/IME/article/view/1592Thu, 01 May 2025 00:00:00 +0700