วารสารวิชาการสังคมศาสตร์สมัยใหม่ (Online)

Empowering Educators Through Reflective Practice: A Meta-Model for Transformative Teacher Development in the 21st Century

Wachira Ruangsan — 2025-04-25

In the 21st-century educational landscape, transformative teacher development is increasingly vital to meet the complex demands of globalized classrooms. This paper introduces a comprehensive meta-model grounded in reflective practice as a pathway to empower educators and cultivate continuous professional growth. Drawing upon theoretical and empirical research, the model integrates reflective methodologies with contemporary pedagogical frameworks such as Universal Design for Learning and DigCompEdu. These frameworks align teacher competencies with inclusive, student-centered learning while emphasizing digital literacy and adaptability. Central to the proposed model is the assertion that reflective practice is more than retrospection; it is a dynamic, iterative process fostering critical self-awareness, adaptive expertise, and pedagogical innovation. The paper explores how reflective practice enhances educators’ abilities to evaluate their instructional strategies, understand diverse learner needs, and adapt to changing educational contexts. Historical and theoretical perspectives are examined, including contributions from Dewey, Mezirow, and Freire, affirming the link between critical reflection, teacher identity, and transformative learning. Additionally, the paper highlights the role of institutional support, technological integration, and community-based learning in sustaining reflective cultures. Case studies from global contexts illustrate the model’s practical implementation, underscoring its effectiveness in both pre-service and in-service teacher education. Challenges such as institutional resistance, time constraints, and misconceptions about reflection are addressed with strategies for systemic change. Ultimately, the meta-model provides a scaffolded framework for reimagining teacher professional development, aligning educational practices with the goals of equity, innovation, and sustainable development. This research contributes to the discourse on empowering educators as reflective practitioners who drive meaningful educational reform.

Contextual Learning in the Digital Age: Designing Virtual and Augmented Reality Environments Based on Situated Cognition

Niraj Ruangsan — 2025-04-25

In the digital era, educational paradigms are increasingly shaped by immersive technologies such as virtual reality (VR) and augmented reality (AR), which offer transformative potential for contextual learning. Grounded in the theory of situated cognition, this paper explores how learning environments can be designed to reflect real-world situations, thereby promoting deeper engagement and knowledge retention. The research highlights the theoretical underpinnings of situated cognition, emphasizing that learning is most effective when it occurs in authentic, socially interactive settings. It examines the integration of VR and AR as tools for simulating these contexts, drawing on case studies such as the AR-CIMUVE project and virtual field trips that facilitate embodied learning experiences. Furthermore, the paper identifies key benefits—such as increased motivation, improved collaboration, and enhanced cultural awareness—while also addressing challenges, including technical barriers, health concerns, and pedagogical misalignment. By reviewing current applications in both educational and public health contexts, the study underscores the importance of designing immersive environments that are ethically sound, pedagogically effective, and technologically feasible. This synthesis informs a framework for future innovations in educational technology, suggesting that effective implementation of AR/VR requires not only technical infrastructure but also a deep understanding of how context and interaction shape learning. The paper concludes with reflections on the evolving role of educators and the imperative to address digital divides to ensure equitable access to immersive learning experiences.

Decentralization and Democratic Governance: A Comparative Study of Local Government Reforms in Southeast Asia

Aphinop Hadpakdee — 2025-04-25

This paper explores the relationship between decentralization and democratic governance through a comparative analysis of local government reforms in Southeast Asia. The study examines how decentralization initiatives have been implemented in countries such as Indonesia, the Philippines, Thailand, Vietnam, and Laos, considering historical, political, and institutional contexts. Drawing on empirical studies and policy analyses, it evaluates the effectiveness of decentralization in improving governance outcomes, including transparency, accountability, citizen participation, and public service delivery. The research highlights the diverse impacts of decentralization across different governance systems, noting both positive outcomes—such as enhanced local autonomy and increased civic engagement—and challenges including corruption, inadequate institutional capacity, and uneven resource distribution. Case studies reveal that while some reforms have empowered local governments and communities, others have reinforced central control or created new avenues for elite capture. Special attention is given to the localization of Sustainable Development Goals (SDGs) and how decentralized governance structures contribute to—or hinder—achieving inclusive and sustainable development. The study concludes that for decentralization to foster democratic governance, reforms must be context-sensitive, supported by strong legal frameworks, and coupled with active civil society engagement. The findings offer policy recommendations aimed at strengthening decentralization processes in Southeast Asia and advancing equitable and participatory governance.

Youth Political Participation in the Digital Era: Trends, Drivers, and Democratic Implications

Phramaha Wasan Hngokchai — 2025-04-25

The study explores the evolving patterns of political participation among youth in the digital era, focusing on how technological advancements have redefined the ways in which young people engage with democratic processes. As digital platforms become increasingly integrated into daily life, they offer new spaces for civic expression, communication, and activism, particularly among the younger generation. This research aims to examine the current trends in youth political participation, identify key factors that drive such engagement, and assess the implications for democratic development. The study is grounded in a qualitative research methodology, employing document analysis and descriptive interpretation to explore youth behaviors, motivations, and challenges related to political participation. It highlights the importance of digital literacy, civic education, and critical thinking as foundational components in fostering informed and responsible participation. Findings reveal that while traditional forms of political engagement such as voting remain essential, there is a noticeable shift toward digital forms of participation, including online advocacy, social media activism, and participation in virtual forums and campaigns. The flexibility and immediacy of digital tools allow youth to express opinions, build networks, and organize movements more effectively than ever before. However, the study also notes that while digital engagement offers new opportunities, it also presents challenges such as misinformation, digital divides, and the potential for superficial involvement. To enhance meaningful youth political participation, it is crucial to implement strategies that combine digital empowerment with education that promotes ethical responsibility, critical inquiry, and community engagement. This study underscores the potential of youth as key actors in shaping political futures and emphasizes the need to support their active involvement through inclusive, informed, and digitally adaptive frameworks.

Deliberative Democracy in the 21st Century: Theories, Practices, and Global Perspectives

Phukanchanakrit Pulanram — 2025-04-25

This research explores the concept of deliberative democracy as a critical framework for navigating the complexities of political discourse in the 21st century. It highlights the transition from traditional democratic models that focus on electoral mechanisms to participatory approaches that prioritize reasoned debate and inclusive dialogue. Deliberative democracy encourages diverse viewpoints to be represented and reflected in public decision-making, thereby enhancing democratic legitimacy and citizen engagement. The study examines the influence of globalization, the rise of neoliberal ideologies, and the ethical challenges presented by contemporary geopolitical dynamics. It underscores how power asymmetries and strategic interests often undermine democratic values and moral responsibility, especially in global conflicts and environmental crises. Through a comparative analysis of theoretical perspectives and practical implementations across cultures, the research outlines how deliberative democracy can serve as a tool for conflict resolution, social cohesion, and sustainable development. Additionally, it considers how digital technologies and media influence public discourse and the formation of public opinion, offering both opportunities and risks for democratic engagement. The study advocates for a rethinking of democratic practices to include more participatory mechanisms that foster mutual understanding, civic responsibility, and long-term societal resilience. In doing so, it presents deliberative democracy as not only a political ideal but also a practical strategy for addressing global challenges and reinforcing democratic institutions in a rapidly changing world. By situating deliberative practices within current political and ethical debates, the research contributes to the ongoing discourse on the evolution of democratic governance in the face of emerging global realities.