Abstract. Under the vision outlined in Thailand 4.0, critical thinking skills have become one of the key pillars of a new, knowledge-based economy. However, the 2015 Thailand Research Fund study that evaluated the logical thinking and analytical skills of 6,235 students in ten provinces of Thailand, found that the average score was 36.5%, with only 2.09% of all students passing. Recognizing the severity of the crisis, nine experts met in August 2017 as a focus group and were tasked by the researchers to help with the development of a new critical thinking learning management model. From this, a five-step learning management model was conceptualized, which the authors called the 'PUSCU Model'. By means of cluster random sampling, 69 students were selected, from which two sub-groups were formed. One group of 35 experimental studies students, and one group consisting of 34 traditional learning students. The PUSCU model was tested for 16 weeks, from November 2016 through February 2017. The Statistical Package for the Social Sciences (SPSS) 21 software was used to conduct a one-way Multivariate Analysis Of Variance (MANOVA) to determine whether there were any differences between the control and the experimental groups. The results indicated that the experimental group had higher average scores in terms of critical thinking ability and academic achievement, and its members were satisfied with a high level of the model performance, particularly, with the instructor's use of the developed learning materials.

This research aims to study the components and to do confirmatory factor analysis, and study the perceptions of ICT leadership of school administrators in Thailand. The results indicate that eight components of information and communication technology (ICT) leadership: developing a vision and administrative plans for the use of ICT in schools, establishing strategies for promoting teachers' and students' use of technology in instruction; developing plans for improving teachers' and supporting staff's technological skills; managing, supporting and facilitating an atmosphere conducive to the use of ICT and providing information technology (IT) resources; learning about meeting ICTrelated challenges with prudence and care; acting as a role model in applying ICT to daily personal and professional matters; sharing knowledge, opening up opportunities and creating an ICT culture in schools in order to develop a learning community, and overseeing and doing follow-up on data storage and data updates for the benefit of decision making and problem solving. Confirmatory Factor Analysis suggests that the components of IT and communication leadership correspond significantly with empirical data and school administrators' perceptions of ICT leadership for use to develop guidelines for efficiently and effectively improving the capacity of ICT school leaders.

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The aim of this research project is to study the factors that affect the higher order thinking skills of students in Bangkok, Thailand. The participants of this research project are 14 experts in education, selected with an intentional sampling technique. From the interviews with the experts, the 4 factors that affect the students' higher-order thinking skills were determined: classroom environment, achievement motives, internal locus of control, and parenting. Keywords: Higher order thinking, factors affecting skills, student thinking skills.

Given the rapid advancements faced in modern times, effective leadership is pivotal to the achievement of desired goals, competitiveness and overall success in organizations. This study aims to investigate the construct validity of management quality for vocational education institutions. The sample was 350 directors and deputy directors from vocational education institutions in Thailand, determined through Multistage Random Sampling and the research tool was a questionnaire with content validity and covering 7 sets of factors with a reliability of 0.98. The correlation of variables as determined by Kaiser- Meyer-Olkin is 0.983 and Bartlett’s test of sphericity is statistically significant. Therefore, the correlation of variables are sufficient for factor analysis. The results from the construct validity investigation of the quality management measurement model of vocational education institutions by the second order confirmatory factor analysis show that the model conforms to the empirical data derived from Chi-Square= 915.32, df= 857 and p= 0.08167 while χ2 is not significantly different from 0 at the level of 0.05 and χ2/df is lower than 2 at 1.0680. In addition, RMSEA= 0.014 and RMR= 0.012, both lower than 0.05, and GFI= 0.900 and CFI= 1.00, higher than 0.90. It was concluded that the quality management measurement model of vocational education institutions has construct validity and conforms to the empirical data.