https://so19.tci-thaijo.org/index.php/JELS/issue/feedJournal of Education and Learning Reviews2025-07-01T18:07:21+07:00Assoc. Prof. Dr. Sanya Kenaphoomdr.keninstitute@gmail.comOpen Journal Systems<p><strong>Journal of Education and Learning Reviews</strong></p> <p><strong>ISSN 3057-0387 (Online)</strong></p> <p><strong>Crossref Member name: Dr. Ken Institute of Academic Development and Promotion<br />DOI prefix (Crossref): 10.60027</strong></p> <p><a href="https://portal.issn.org/resource/ISSN/3057-0387" target="_blank" rel="noopener"><strong><img src="https://so19.tci-thaijo.org/public/site/images/drkeninstitute/mceclip3.png" /></strong></a></p> <p><strong><a href="https://search.crossref.org/search/works?q=Journal+of+Education+and+Learning+Reviews+10.60027%2Fjelr.&from_ui=yes" target="_blank" rel="noopener"><img src="https://so19.tci-thaijo.org/public/site/images/drkeninstitute/mceclip2.png" width="288" height="86" /></a></strong></p> <p><strong><a href="https://search.yahoo.com/search;_ylt=AwrjJkSLuQ1nbQIAgj5XNyoA;_ylc=X1MDMjc2NjY3OQRfcgMyBGZyMgNzYi10b3AEZ3ByaWQDcGZSdHFYQ0hRdXluT0NZN1dpX0JtQQRuX3JzbHQDMARuX3N1Z2cDMARvcmlnaW4Dc2VhcmNoLnlhaG9vLmNvbQRwb3MDMARwcXN0cgMEcHFzdHJsAzAEcXN0cmwDMjIEcXVlcnkDUmVzZWFyY2hHYXRlJTIwMzA1Ny0wMzg3BHRfc3RtcAMxNzI4OTUyNzgz?p=ResearchGate+3057-0387&fr2=sb-top" target="_blank" rel="noopener"><img src="https://so19.tci-thaijo.org/public/site/images/drkeninstitute/blobid1.png" alt="ResearchGate - find and share research – Telegraph" /></a></strong></p> <p><strong><a href="https://www.semanticscholar.org/search?q=%22Journal%20of%20Education%20and%20Learning%20Reviews%22&sort=relevance" target="_blank" rel="noopener"><img src="https://so07.tci-thaijo.org/public/site/images/dr.keninstitute@gmail.com/blobid0-fb48de0b973f3100ad207b74b43067f8.png" alt="Semantic Scholar | Frequently Asked Questions" width="346" height="62" /></a></strong></p> <h1><a href="https://docs.google.com/document/d/1Iq97FmQkaGOzJzXTsxJifq00vBXdIYxRK2zTn828KKM/edit#heading=h.tzb9xiqmpay7" target="_blank" rel="noopener">ThaiJO User Manual</a> </h1> <h3> </h3> <p><strong>About Journal</strong></p> <p>Journal of Education and Learning Reviews (JELR) is an open-access, international, double-blind peer-reviewed journal published by the DR.KEN Institute of Academic Development and Promotion. It aims to promote excellence through the dissemination of high-quality research findings, specialist knowledge, and discussion of professional issues that reflect the diversity of the Education and Learning field. Publications in the journal cover a broad range of topics related to education.</p> <p><strong>Publishing Policy - Aims and Scope</strong></p> <p>The Journal of Education and Learning Reviews, publishes research articles, academic articles, and/ or review articles. This journal covered in;</p> <p><strong>Education;</strong></p> <p>- Education Administration</p> <p>- <span style="font-size: 0.875rem;">Adult and Higher Education</span></p> <p>- Secondary and Higher Education</p> <p>- Special Education</p> <p>- Applied Linguistics or language education</p> <p>- Educational Theory</p> <p>- Education Research and Methodologies.</p> <p>- Research on Language Instruction</p> <p>- Educational Philosophies</p> <p>- STEM Education</p> <p>- Instructional Technology</p> <p>- Technology Education</p> <p>- Other Educational Fields</p> <p><strong>Learning;</strong></p> <p>- Teacher Preparation</p> <p>- Teaching and Learning,</p> <p>- Inquiry-based Learning</p> <p>- Project-based Learning,</p> <p>- Problem-based Learning</p> <p>- Simulation-based Learning,</p> <p>- Child Development</p> <p>- Curriculum</p> <p>- Reading Comprehension</p> <p>- Other Learning Fields</p> <p><strong>Type of Articles</strong></p> <p><span style="font-size: 0.875rem;">1. Research Article is a report of the results of a systematic study, research, or development.</span></p> <p><span style="font-size: 0.875rem;">2. Academic Article is a work of writing an interesting topic in which the author presents new knowledge by using theories, concepts, and related research results as information sources.</span></p> <p><span style="font-size: 0.875rem;">3. Review Article is an article that combines theories, concepts, and research results on many subjects, the author will synthesize the literature to compile it into a conclusion or argument on a particular matter, which is a review of the academic progress of that matter.</span></p> <p> </p> <p><strong>Publication Frequency</strong></p> <p>Release scheduled of Six issues per year:</p> <ul> <li>Issue 1 January – February</li> <li>Issue 2 March – April</li> <li>Issue 3 May-June</li> <li>Issue 4 July-August</li> <li>Issue 5 September – October</li> <li>Issue 6 November– December</li> </ul> <p> </p> <p><strong>Ownership and Management</strong></p> <p>DR.KEN Institute of Academic Development and Promotion.<br />No. 139/26 Theenanon, Talad Sub-district, Mueang Mahasarakham District,<br />Mahasarakham Province, Thailand, 44000 Tel: +66817413978, or +66946398978.<br />Email: <a href="mailto:dr.keninstitute@gmail.com">dr.keninstitute@gmail.com</a><br />Facebook: <a href="https://www.facebook.com/Dr.keninstitute">https://www.facebook.com/Dr.keninstitute</a></p>https://so19.tci-thaijo.org/index.php/JELS/article/view/1759 Building Collaboration Between Educational Institutions and Communities Impacting School Management: A Case Study of Guangzhou Vocational College of Technology, Guangzhou Open University, China2025-07-01T18:07:21+07:00Ntapat Worapongpatdr.thiwat@gmail.com<p>Background and Aim: Effective collaboration between schools and communities is increasingly recognized as a cornerstone of quality education, especially in vocational institutions where practical engagement with local stakeholders is essential. However, many institutions still struggle with unclear collaboration models, inadequate tools, and insufficient responsiveness to community needs. This study investigates school-community collaboration in the context of Guangzhou Vocational College of Technology and Guangzhou Open University in China, aiming to identify practical strategies to enhance educational management and long-term community engagement.</p> <p>Materials and Methods: The study surveyed 268 administrators and teachers from 26 affiliated institutions, sampled proportionally from a population of 650 using Krejcie and Morgan’s formula and stratified sampling. A validated questionnaire (IOC = 0.7–1.0) was administered following a pilot test (Cronbach’s Alpha = 0.85). Descriptive statistics (mean, standard deviation) and inferential analyses (Pearson’s correlation and stepwise multiple regression) were employed to examine relationships between community engagement and educational administration.</p> <p>Results: Findings revealed that both the level of school-community collaboration and the quality of educational administration were high. Moreover, significant positive correlations were found between community engagement and educational management (p < .01). Notably, support for school activities was a strong positive predictor, while community services unexpectedly showed a negative association with administrative outcomes.</p> <p>Conclusion: The study highlights the dual impact of community involvement on school management: while support for school-led initiatives strengthens educational administration, unmanaged or resource-intensive community services may hinder institutional performance. These findings underscore the need for balanced, strategic collaboration models tailored to vocational education settings.</p>2025-07-01T00:00:00+07:00Copyright (c) 2025 Journal of Education and Learning Reviewshttps://so19.tci-thaijo.org/index.php/JELS/article/view/1831Blended Learning Management Platform for Strategic Educational Management Using Activity-Based Learning Techniques and AI Technology to Enhance Educational Leadership Competencies2025-07-01T18:07:18+07:00Phongsak Phakamachpp2552@hotmail.comAutsanee Seenonleeautsanee.see@neu.ac.thDarunee Panjarattanakornjimdarunee@hotmail.comSamrerng Onsampantsamrerng2791@gmail.com<p>Background and Aim: The objectives of this research were: 1) to develop a blended learning management platform on strategic educational management using combined activity-based learning techniques and AI technology to enhance educational administrator competencies; 2) to evaluate the platform’s efficiency against the 80/80 criterion and determine the effectiveness index and learning achievement with the platform; and 3) to study the opinions of experts and learners regarding learning with the platform.</p> <p>Materials and Methods: This research employed a research and development methodology. The sample group consisted of 57 Master of Education students from Rajamangala University of Technology Rattanakosin, academic year 2024, using classrooms as the sampling unit. The target group comprised 10 educational innovation and technology experts, selected purposively. The research instruments included: 1) a learning achievement test; 2) an expert evaluation form for the platform's quality; and 3) a questionnaire on learners’ opinions regarding the platform. Statistical methods used for data analysis were percentage, mean, standard deviation, and t-test.</p> <p>Results: The research findings revealed that the developed blended learning management platform on strategic educational management using combined activity-based learning techniques and AI technology to enhance educational administrator competencies had an efficiency of 81.23/82.46, which met the 80/80 standard criterion, and an effectiveness index of .8328. Learners who used the platform showed significantly higher post-learning achievement compared to pre-learning achievement at the .05 statistical significance level. The expert evaluation of the platform’s quality was at a high level, indicating that the platform is suitable for learners to enhance their educational administrator competencies. Learners also expressed high levels of satisfaction with the platform.</p> <p>Conclusion: The research resulted in an efficient blended learning management platform on strategic education management to enhance educational administrator competencies, which is practically applicable and facilitates learners’ development in strategic education management as designed.</p>2025-07-01T00:00:00+07:00Copyright (c) 2025 Journal of Education and Learning Reviewshttps://so19.tci-thaijo.org/index.php/JELS/article/view/2061Navigating AI in Academia: Undergraduate Experiences with ChatGPT and the Redefinition of Academic Writing2025-07-01T18:07:03+07:00Meliza Chattomeliza.chatto@nmsc.edu.phFerlyn Logronio ferlyn.logronio@nmsc.edu.ph<p>Background and Aim: The integration of generative AI tools like ChatGPT into academic writing has generated both enthusiasm and ethical concern in higher education. While ChatGPT supports idea development, content organization, and revision, its use also raises issues related to plagiarism, authorship, and cognitive overreliance. Although prior research has examined the technical features and ethical risks of generative AI, few studies have explored students’ lived experiences. This study investigates how undergraduate students navigate the benefits and challenges of using ChatGPT in academic writing.</p> <p>Materials and Methods: A qualitative, theory-driven approach was adopted, drawing on the Technology Acceptance Model (TAM), academic integrity principles, and cognitive offloading theory. Fourteen undergraduate students engaged in thesis writing at a public state college in Region IX, Philippines, participated in semi-structured interviews and focus group discussions. Data were analyzed using Braun and Clarke’s thematic analysis. Trustworthiness was ensured through member checking, audit trails, and peer debriefing.</p> <p>Results: Thematic analysis revealed six key themes: (1) <em>Academic Empowerment</em>, highlighting ChatGPT’s role in enhancing productivity and confidence; (2) <em>Ease and Accessibility</em>, due to its intuitive interface and language flexibility; (3) <em>Ethical Boundary Negotiation</em>, with students adopting self-regulation strategies to avoid plagiarism; (4) <em>Cognitive Trade-offs</em>, reflecting concerns about reduced critical thinking and overdependence; (5) <em>Peer and Policy Influence</em>, shaped by unclear institutional guidelines and social norms; and (6) <em>Technical Limitations</em>, including vague responses, inconsistencies, and restrictions in the free version.</p> <p>Conclusion: Students perceive ChatGPT as a valuable tool in academic writing but express concern about ethical risks, cognitive dependence, and institutional ambiguity. The findings highlight the need for clear institutional guidelines, integration of AI literacy into the curriculum, and promotion of reflective, responsible use of generative AI in higher education.</p>2025-07-01T00:00:00+07:00Copyright (c) 2025 Journal of Education and Learning Reviewshttps://so19.tci-thaijo.org/index.php/JELS/article/view/2023Strategic Alignment for AI Success: Vocational Education in Thailand’s Eastern Economic Corridor2025-07-01T18:07:09+07:00Prangthip Soeykrathokeprangthip@npu.ac.thPinya Sukwiphatpinya@npu.ac.thPaphaphat Saengkaew66300802103@udru.ac.thVanikkul Korthavatvanikkul.kor@rmutr.ac.thPhongsak Phakamachphongsak.pha@rmutr.ac.th<p>Background and Aim: AI plays a significant role across all sectors, and applying AI in vocational education administration is key to enhancing efficiency, transparency, and responsiveness to labor market demands quickly and accurately. The objectives of this research were: 1) to study the organizational strategic factors affecting the success of AI tools utilization and 2) to propose guidelines related to the development of models and methods for using AI tools for educational management in vocational education institutions in the EEC of Thailand.</p> <p>Materials and Methods: A mixed-methods approach was employed. The quantitative sample consisted of 376 personnel from vocational education institutions in the EEC, obtained through multi-stage random sampling. The qualitative sample comprised 15 experts in vocational and technical education. Research instruments included questionnaires, interviews, and observation forms. Quantitative data were analyzed using multiple regression analysis, and qualitative data were analyzed using inductive content analysis.</p> <p>Results: The research findings revealed that factors influencing the use of AI tools are related to organizational strategy, including: 1) organizational policy, 2) support from administrators, 3) users’ experience and competence in using AI tools, 4) users’ knowledge of using AI tools for management, and 5) the development team’s ability to coordinate with users. Guidelines for developing models and methods for using AI tools comprise: 1) Considerations for using AI tools, which include (1) alertness and awareness of the necessity, (2) capability of personnel and the organization, (3) procurement of suitable tools, (4) participatory planning and development of work systems, and (5) performance evaluation and error management. 2) Five steps for maximizing the efficiency of AI tool utilization, which include (1) defining strategic objectives, (2) selecting and procuring appropriate AI tools, (3) preparing personnel and data, (4) implementation, planning, and system development, and (5) evaluation, improvement, and maintenance. 3) Suitable AI tools for efficient vocational education institution management, which include (1) AI for student information systems, (2) AI for curriculum development and teaching and learning, (3) AI for assessment and feedback, (4) AI for resource and facility management, and (5) AI for student services and support.</p> <p>Conclusion: The research concludes that five organizational strategic factors drive the success of AI tools implementation in Thailand’s ECC vocational education: organizational policy, administrative support, users’ AI experience/competence and knowledge, and the development team’s coordination ability. Guidelines for development, including considerations and steps for effective AI usage, and suitable AI tools, were also identified.</p>2025-07-01T00:00:00+07:00Copyright (c) 2025 Journal of Education and Learning Reviewshttps://so19.tci-thaijo.org/index.php/JELS/article/view/1992The Philosophy of Sex and Love: From Mythology to Equality2025-07-01T18:07:11+07:00Sippiya Chayanusasanee Jundonzippiya@hotmail.comSasitorn Onloasasithorn.on@rmu.ac.th Chinda Kaensombatkhidangkihdang@gmail.comNittaya Phongkanpaiukipaint@gmail.com<p>Background and Aim: The concepts of sex and love have played a pivotal role in human history, particularly in the realms of religion and philosophy. Myths and ancient narratives across cultures have established the foundation for understanding gender roles, relationships, and love, shaping societal attitudes and structures to the present day. This article aims to explore the evolution of ideas about sex and love, from ancient mythology and religious doctrines to contemporary shifts toward equality and the acceptance of gender diversity.</p> <p>Materials and Methods: This study employs qualitative research, with a focus on documentary analysis of primary sources, including mythological texts, religious scriptures, philosophical writings, and contemporary research. Cross-cultural comparisons and the synthesis of modern theories are also integral to this approach.</p> <p>Results: This study identifies three key developments: (1) Myths and religious scriptures in various cultures have played a significant role in defining gender roles and relationships. (2) The conceptualization of love and sex has evolved from an emphasis on natural and religious roles to an embrace of diversity and equality. (3) Challenges to patriarchal systems and feminist movements have influenced shifts in societal attitudes and policies. (4) Contemporary societies increasingly demonstrate openness toward gender diversity and support for equality</p> <p>Conclusion: Examining the philosophical and religious foundations of sex and love enhances our understanding of the origins of social biases and structures. The transition toward equality and the acceptance of gender diversity necessitates a critical reevaluation of traditional ideologies and structural reforms at all levels of society.</p>2025-07-01T00:00:00+07:00Copyright (c) 2025 Journal of Education and Learning Reviewshttps://so19.tci-thaijo.org/index.php/JELS/article/view/1950A Path Analysis of Factors Influencing Expert Knowledge Acquisition in Professional Development Training2025-07-01T18:07:14+07:00Jhonie Gumilaojhonie.gumilao@deped.gov.phAniceto Navalaniceto.naval@nmsc.edu.ph<p>Background and Aim: For teachers and school leaders to implement the MATATAG Curriculum, they need to take part in proper professional development to meet new requirements in the curriculum. This study is concerned with the main aspects that influence expert knowledge through path analysis, focusing on the Regional Training of Trainers in Zamboanga Peninsula, Region IX. Because the Department of Education is focused on equipping teachers with new standards, the study analyzes how Program Management, Training Venue, and Accommodation matter for Learning Management and their relationship to Expert Knowledge. Due to the lack of resources and logistical problems in the Philippines’ Geographically Isolated and Disadvantaged Areas (GIDAs), professional development must be carefully controlled to ensure that all regions benefit in the same way. Quality assurance and frequently checking training programs are needed for teachers to be held responsible and to help them build long-term skills (Dicdiquin et al., 2023). Therefore, this study helps explore how different training elements shape workers’ progress, which is fundamental for carrying out the MATATAG Curriculum and for reducing gaps shown in the PISA outcomes (OECD, 2023).</p> <p>Methodology: A quantitative research design employing path analysis was utilized to examine the hypothesized direct and indirect relationships between variables. The participants comprised teachers, master teachers, head teachers, principals, and supervisors from the Department of Education, Zamboanga Peninsula Region IX, who attended the Training of Trainers (TOT). All participants, when grouped, create a chain of guidance and assistance. All towards achieving learning excellence and equity, teachers work hard to teach students, master teachers guide them, head teachers oversee the work, principals direct the team, and supervisors monitor everything. Data were collected through a standardized questionnaire assessing perceptions of program management, training venue, accommodation, learning management, and self-reported expert knowledge. A total of three hundred fifty-six (356) participants were selected using purposive sampling. Path analysis was conducted using Jamovi to test the proposed model. (Navarro & Foxcroft, 2025).</p> <p>Results: All training components—Program Management, Training Venue, Accommodation, Learning Management, and Expert Knowledge—were consistently valued, with excellent consistency, which supports including these in the study analysis. Analysis indicated that Learning Management became much more effective due to Program Management, with the outcomes of the course strongly determining an employee’s Expert Knowledge. The path model performed very well with remarkable fit indicators (e.g., RMSEA = 0.000, CFI = 1.000). Generally, program delivery and instruction are more important than issues like venue and lodging for developing expertise, which should be further confirmed using different samples.</p> <p>Conclusion: The result showed that effective program management plays a more significant role in knowledge gain than aspects like the venue and available accommodation. The results indicate that our proposed framework is appropriately founded and fits the data well. Nevertheless, the suitable fit measures found here suggest that the model should be properly tested on different groups to avoid making it too simple by mistake.</p>2025-07-01T00:00:00+07:00Copyright (c) 2025 Journal of Education and Learning Reviewshttps://so19.tci-thaijo.org/index.php/JELS/article/view/2057Tracing the Path: Analyzing Trends in Grade 10 Mathematics Performance Over the Academic Year2025-07-01T18:07:06+07:00HANIFAH DALUMAhanifah.daluma@deped.gov.phJOHN ANTHONY LOMOSADjohnanthony.lomosad@deped.gov.phRonalyn Langamronalyn.langam@nmsc.edu.ph<p>Background and Aim: Mathematics learning is a dynamic process marked by conceptual complexity and variable performance over time. In the Philippine context, most studies rely on year-end summaries, overlooking how performance evolves throughout the academic year. This study traced quarterly trends in mathematics performance among 168 Grade 10 students from a public secondary school and examined how sex and section-based grouping influenced these trajectories.</p> <p>Materials and Methods: Using archival academic records, quarterly mathematics grades (Q1–Q4) were analyzed through repeated measures ANOVA and mixed-design models. Sex and academic section (homogeneously grouped by prior performance) were treated as between-subject factors. Statistical assumptions were tested, and Bonferroni-adjusted post hoc comparisons were performed to examine significant differences across time and subgroups.</p> <p>Results: Significant main effects were found for time (F (3, 495) = 57.50, p < .001), sex (F (1, 165) = 7.08, p = .009), and section (F (3, 159) = 90.00, p < .001), with additional interaction effects observed. Female students and those in higher-ranked sections consistently outperformed their peers. Performance trends were non-linear, featuring early gains, mid-year plateaus, and an eventual decline in the final quarter.</p> <p>Conclusion: These findings highlight the utility of sub-annual analysis in identifying critical shifts in student performance. By uncovering how sex and academic grouping shape performance trajectories, the study advocates for more responsive and equity-driven instructional strategies, particularly in underexamined educational settings such as the Philippines.</p>2025-07-01T00:00:00+07:00Copyright (c) 2025 Journal of Education and Learning Reviews