Journal of Interdisciplinary Study Education Science

Adhering to Norms or Embracing Variation? A Study of Chinese Business English Learners’ Linguistic Preferences

Wei Zhen Dong, Veerakarn Kanokkamalade — Fri, 31 Oct 2025 00:00:00 +0700

English has become a global language and is now widely used in countries like China, where English is not the native language. This rise in popularity has led to questions about how English is taught and used in classrooms. This study looks at how 50 Chinese Business English students feel about different types of English, including China English. Using both surveys and interviews, the research collected information through a mixed-methods approach. The analysis showed that students have mixed feelings about China English. On one hand, they are starting to accept different forms of English, but on the other hand, they still believe that “native-speaker” English, like British or American English, is more prestigious. Even though many students now accept the idea that English can be used in many different ways, they still worry about being understood and being professional. These results help us better understand how English is used in Chinese classrooms. They also show that more research is needed to develop teaching methods that include local English forms while helping students communicate well in global settings.

Education for Sustainable Development and Global Citizenship

PhraPalad SomSak Kajavaro (Soradthawon), Isarapong Kraisin — Fri, 31 Oct 2025 00:00:00 +0700

This article explores education in the 21st century as a transformative process that moves beyond the mere transmission of academic knowledge. It emphasizes the development of global citizens who are conscious of and responsible for the well-being of the planet. Education for sustainable development (ESD) plays a crucial role in cultivating learners' understanding and motivation to address complex social, environmental, and economic issues at both local and global levels. Central to this approach is the integration of the Sustainable Development Goals (SDGs), which help learners recognize the challenges and opportunities in building a better future.

Learning extends beyond the classroom through real-life experiences and everyday contexts, promoting the development of systems thinking, holistic problem analysis, and complex problem-solving skills. Additionally, ESD fosters intercultural understanding, acceptance of diverse perspectives, and social responsibility. It aims to instill values, attitudes, and behaviors essential for creating a more just, peaceful, and sustainable world. Ultimately this form of education shapes quality global citizens capable of leading meaningful change toward a sustainable future.

Education for Development: The Role of AI in Skill Development and Sustainable Learning

Phra Maha Chakrakrit Phabhasaro (Chawiwong) — Fri, 31 Oct 2025 00:00:00 +0700

This article presents the concept that education for development in the 21st century has transitioned from a paradigm of unidirectional knowledge transmission focused primarily on memorization toward an integrated learning process aimed at cultivating comprehensive skills, competencies, and learner attributes. This process is grounded in the understanding that learning is not an isolated activity but is inherently connected to critical thinking, problem-solving, lifelong learning, and the capacity to adapt to dynamic economic, social, and technological changes.

Within this context, Artificial Intelligence (AI) has emerged as a vital mechanism that supports and empowers education. Its role extends beyond merely storing and processing data or generating intelligent instructional media. AI also encompasses real-time learning analytics, active learning facilitation, the creation of adaptive learning environments, and the design of learning activities tailored to each learner’s individual potential. AI thus serves as a tool for enhancing instructional efficiency, overseeing learning processes, and unlocking learners’ capabilities in creative thinking, complex problem-solving, collaboration, and responsible technology use.

The integration of AI into educational systems is not solely intended to increase learning efficiency and speed. More importantly, it represents a strategic approach to advancing sustainability across multiple dimensions, including quality of life, educational equity, and the socio-economic potential of learners in the long term. The key outcome of this integration is the development of citizens who are capable of self-reliance, who understand and respect social and environmental values, and who can actively participate in national development with ethical awareness and a sense of collective responsibility.

The Process of Enhancing Goodness and Happiness Skill According to Buddhist Principles

Phramaha Sarayut Teerapanyo (Deenan) — Fri, 31 Oct 2025 00:00:00 +0700

The Process of Enhancing Goodness and Happiness Skill According to Buddhist Principles. The objectives of this study are to analyze the Buddhist doctrines that contribute to the development of competence, virtue, and well-being, and to propose a process for enhancing these skills in accordance with Buddhist principles. This research employed a qualitative approach through descriptive analysis.

The findings revealed that the doctrine contributing to the cultivation of competence is the Four Bases of Accomplishment (Iddhipāda 4). The practice of these principles fosters diligence, effort, and determination in achieving goals. The doctrine contributing to the cultivation of virtue is the Seven Qualities of a Noble Person (Sappurisa-dhamma), which emphasize ethical conduct and moral discernment. The doctrine contributing to the cultivation of well-being is the Four Bases of Social Harmony (Saṅgahavatthu 4), which serve as essential Buddhist principles promoting social cohesion and harmonious relationships within communities.

The Process of Enhancing the Skills of Competence, Virtue, and Well-being According to Buddhist Principles

In the Buddha’s time, the mechanisms leading to the development of competence, virtue, and well-being were rooted in his compassionate guidance for all beings, aiming ultimately at liberation (Nibbāna)—the Buddhist way of transcending suffering. The Buddha recognized the diversity of individual dispositions: while some with limited spiritual faculties could not directly realize ultimate truth, he introduced foundational practices such as generosity (dāna), morality (sīla), and meditation (bhāvanā). These practices functioned as progressive steps that individuals could develop according to their capacities.

The Buddha’s pedagogical approach emphasized contextualization—taking into account the characteristics of persons, circumstances, and dispositions. His teachings were delivered with clarity and precision, following ten modes of instruction, which he employed flexibly and interchangeably. The simile of the leaves illustrates this point: what the Buddha realized is vast like all the leaves in a forest, but what he chose to teach was like a handful of leaves—sufficient for the realization of wisdom and the eradication of mental defilements.

Case studies of exemplary lay followers in the Buddha’s era who embodied competence, virtue, and well-being include Anāthapiṇḍika the householder, King Bimbisāra, King Pasenadi Kosala, Jīvaka Komārabhacca the royal physician, Mahāpajāpati Gotamī, Visākhā, Queen Sāmāvatī, and Khujjuttarā. These figures demonstrate how the Buddhist way of life provided models of holistic development that integrated material competence, moral excellence, and spiritual well-being.

The model of enhancing competence, virtue, and well-being in the Buddhist tradition is thus grounded in multiple mechanisms derived from the Buddha’s teachings. Its ultimate purpose is the integrated development of both mental and physical dimensions, enabling individuals to live meaningful and fulfilling lives in accordance with the Dhamma.

Keywors: The Process of Enhancing Goodness and Happiness Skill, Buddhist Principles

Variations of Burmese Language Based on Age: A Case Study of Burmese Language Used by Myanmar Students in Bangkok University, Thailand

Wei Zhen Dong, Veerakarn Kanokkamalade — Fri, 31 Oct 2025 00:00:00 +0700

This study is entitled “Variations of Burmese Language Based on Age: Case Study of Burmese Language Used by Myanmar Students in Bangkok University, Thailand”. The objectives of this research are 1) to study the variations of Burmese language based on age used by Myanmar students in Bangkok University, Thailand, and 2) to analyze the variations of Burmese language used by Myanmar students in Bangkok University, Thailand. The study is mixed with quantitative and qualitative methods. Questionnaires were used for collecting quantitative data from 226 respondents, and in-depth interviews were used for collecting qualitative data from Bangkok University in Thailand. In this research, statistics including Frequency, Percentage, Mean, and Standard Deviation (S.D.) were used for quantitative data, and content analysis was used for analyzing qualitative data.

The researcher found that the general background of respondents were that 100 people were males and 126 people were females. The respondents were mostly 18 to 20 years old about 100 respondents or 44.24%; 21 to 30 years old respondents 39.82%, and 31 up were one 36 respondents 15.92% in this research. According to the responses of the participants to the research questionnaires, the results were that most of the people had difficulties with variations of the Burmese language based on age: case study of Burmese language used by Myanmar students in Bangkok University. The result average was a high level equal to x̅ = 3.56 and SD .947 in objective one of this study. In the result of research objective two, the result average level was very high equal to x̅ =4.28 and SD .458 because most of the respondents agreed with the statements of objective two.