Browsing by Author "Sukhum Chaleysub"

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    Behaviours of Thai People Amid Covid-19 Pandemic
    (Research and Development Institute Suan Dusit University, 2021) Sirote Pholpuntin; Sukhum Chaleysub; Nongluck Chotevithayathanin; Pornpan Buathong; P. Buathong; Suan Dusit Poll, Suan Dusit University, Bangkok, 10300, Thailand; email: pornpan_bua@dusit.ac.th
    Amid the pandemic of Coronavirus 19 or Covid-19 in 2021, Suan Dusit Poll, Suan Dusit University has conducted opinion surveys on Thai people from April to June 2021 encompassing 13 topics and 24,846 samples. The survey results have reflected on the behaviours of Thai people amid the Covid-19 pandemic into 3 di-mensions, namely, (1) emotion and feeling towards Covid-19 situation Ð Thais think the third wave of Covid-19 pandemic rapidly spread in various areas, it is scared than the two previous pandemics leading to feeling stressed, worried, anxious, worse, and despairing, (2) social and way of life Ð Thais cling into more social media; however, they choose to trust television media more than other media. The more they addict to the news, the more they feel anxious and stressed. They spend a lot on surgical masks and alcohol, focus on cooking and eating at their home, and love to work from home and the workplace equally. Also, they think online learning for their kids are not ready, and (3) Thai economy Ð Thai people do not spend their money more even though the Thai government has provided monetary compensation to assist under various kinds of projects and measurements. © 2021, Research and Development Institute Suan Dusit University. All rights reserved.
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    Behaviours of Thai People Amid Covid-19 Pandemic
    (Graphicsite, 2023-05-07) Sirote Pholpuntin; Sukhum Chaleysub; Nongluck Chotevithayathanin; Pornpan Buathong
    Amid the pandemic of Coronavirus 19 or Covid-19 in 2021, Suan Dusit Poll, Suan Dusit University has conducted opinion surveys on Thai people from April to June 2021 encompassing 13 topics and 24,846 samples. The survey results have reflected on the behaviours of Thai people amid the Covid-19 pandemic into 3 dimensions, namely, (1) emotion and feeling towards Covid-19 situation – Thais think the third wave of Covid-19 pandemic rapidly spread in various areas, it is scared than the two previous pandemics leading to feeling stressed, worried, anxious, worse, and despairing, (2) social and way of life – Thais cling into more social media; however, they choose to trust television media more than other media. The more they addict to the news, the more they feel anxious and stressed. They spend a lot on surgical masks and alcohol, focus on cooking and eating at their home, and love to work from home and the workplace equally. Also, they think online learning for their kids are not ready, and (3) Thai economy – Thai people do not spend their money more even though the Thai government has provided monetary compensation to assist under various kinds of projects and measurements.
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    Challenges in Education Posed by the Fourth Industrial Revolution
    (ASEAN Journal of Education, 2024-01) Hubert Ruch; Natthakitta Florentine; Sirote Pholpuntin; Sukhum Chaleysub; Supaporn Tungdamnernsawad; Siratam Udomtamanupab
    This review article provides an overview of the challenges that the Fourth Industrial Revolution (4IR) may pose for education as reflected in scientific articles, white papers and other up-to-date publications. The approach taken here does not make distinctions among different educational levels but instead aims to highlight overarching challenges across the education sector as a whole, providing the opportunity to identify general or cross-cutting risks that may arise from the 4IR. The topic of digitization-one of the main pillars of the 4IR-seems highly controversial within the research studies examined, with disagreement regarding both possible harmful effects of digitizing classrooms and the fundamental benefits of multimedia. There seems to be a clear trend of many authors to recommend necessary adjustments that enable various stakeholders to adapt to the developments prompted by the 4IR. The main recommendations here are flexibility, personal responsibility, and self-reliance. Relatively few researchers-such as Yong Zhao-recommend active engagement in order to consciously influence or even delay the dynamics of the 4IR. Leaders in particular are called upon to make greater efforts to adapt, e.g. by implementing AI and AI-powered personalized learning into pedagogies and curricula, teacher support in using AI tools and developing ethical standards, fostering access and equity, data-driven decision making, future-ready skills development, partnerships with tech companies, continual adaptation and lifelong learning, and taking into account human aspects regarding the digitalization of education, such as the impact on people when they learn and work on computer screens or in virtual worlds.
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    Exploring Challenges and Factors Influencing Teachers' Digital Innovative Leadership in Education
    (Graphicsite, 2024-12-12) Pichsinee Puttitaweesri; Sirote Pholpuntin; Sukhum Chaleysub; Nattha Phiwma
    Disruptive technology has globally transformed education, bringing both opportunities and challenges to educational institutions. Existing research primarily addresses technology integration in education; however, there is a significant gap in understanding how elementary school teachers can develop and exercise digital innovative leadership. This gap is especially pronounced in the Thai context, where traditional teaching methods are rapidly being disrupted by digital innovations. This research aimed to identify and analyze factors influencing elementary school teachers' digital innovative leadership in educational management during the disruptive technology era in Thailand. Utilizing a qualitative methodology, the study employed methodological triangulation. This included document analysis of 20 relevant sources and in-depth interviews with five purposively selected key informants, consisting of senior administrators and experienced teachers. Data analysis utilized directed content analysis and frequency analysis. The findings revealed five crucial factors influencing teachers' digital innovative leadership: Digital Innovative Vision, Digital Skills, Creative and Innovative Thinking, Innovative Teamwork and Participation, and Ethics and Accountability. These interconnected factors provide a comprehensive framework for developing teachers' digital leadership capabilities and offer school administrators strategic guidance for implementing effective professional development programs. The results contribute to both theoretical understanding of digital leadership in education and have practical implications for teacher development in Thailand's evolving educational landscape.
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    Transformation for Environmental Schools: Opportunities and Challenges
    (Research and Development Institute Suan Dusit University, 2024) Montol Suwanprapha; Sirote Pholpuntin; Sukhum Chaleysub; Jira Jitsupa; M. Suwanprapha; Graduate School, Suan Dusit University, Bangkok, 10300, Thailand; email: montol_suw@dusit.ac.th
    This study analyzes the opportunities and challenges in establishing graduate-level environmental schools to address increasingly complex and severe environmental crises, particularly the impacts of global climate change, which has increased by 1.1¡C since the pre-industrial era and is likely to reach 1.5¡C by the 2030s without urgent action. The study reveals five key opportunities: responding to labor market demands, integrating interdisciplinary knowledge, leveraging digital technologies, fostering green innovations, and supporting sustainable development goals. Conversely, seven primary challenges are identified: designing curricula that encompass complex environmental issues, balancing theory and practice, adapting to rapid changes, managing resources, building cross-sector partnerships, cultivating diverse skill sets in students, and fostering environmental consciousness. The study emphasizes the importance of developing flexible curricula and integrating practical learning experiences.This study contributes significantly to the ongoing discourse on environmental education and provides insights for policymakers and educational institutions in developing effective environmental schools for the future. The findings underscore the potential of environmental schools to create positive societal and environmental impacts by developing human resources capable of navigating future social and environmental transitions. © 2024, Research and Development Institute Suan Dusit University. All rights reserved.
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    Transformation for Environmental Schools: Opportunities and Challenges
    (Graphicsite, 2024-11-18) Montol Suwanprapha; Sirote Pholpuntin; Sukhum Chaleysub; Jira Jitsupa
    This study analyzes the opportunities and challenges in establishing graduate-level environmental schools to address increasingly complex and severe environmental crises, particularly the impacts of global climate change, which has increased by 1.1°C since the pre-industrial era and is likely to reach 1.5°C by the 2030s without urgent action. The study reveals five key opportunities: responding to labor market demands, integrating interdisciplinary knowledge, leveraging digital technologies, fostering green innovations, and supporting sustainable development goals. Conversely, seven primary challenges are identified: designing curricula that encompass complex environmental issues, balancing theory and practice, adapting to rapid changes, managing resources, building cross-sector partnerships, cultivating diverse skill sets in students, and fostering environmental consciousness. The study emphasizes the importance of developing flexible curricula and integrating practical learning experiences.This study contributes significantly to the ongoing discourse on environmental education and provides insights for policymakers and educational institutions in developing effective environmental schools for the future. The findings underscore the potential of environmental schools to create positive societal and environmental impacts by developing human resources capable of navigating future social and environmental transitions.