This study focused on changes in the self-efficacy of 48 men and women pre-service teachers in a Thai computer Teacher Education program. Their self-efficacy levels were measured before and after attending the Pre-service Teacher Support System (PTSS). A shorter version of the Teacher Sense of Efficacy Scale and assessment of the desire to become a teacher were used to collect self-efficacy, PTSS questionnaires, logbooks, and interviews. PTSS is a program developed to assist students with self-efficacy, motivation, and the desire to become teachers. The results show a statistical increase in self-efficacy. The PTSS program designed for pre-service teachers to exchange teaching experiences and techniques they gained during practicum training. The PTSS has resulted in an increase in self-efficacy after attending PTSS sessions with personalized implications, which indicated the support system could help student teachers.

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Young people today face rapidly changing landscapes in all aspects of life. These changes pose challenges to the wellbeing of future generations and the success of the global commitment to Sustainable Development Goals (SDGs). The skills framework project was introduced to reexamine the “Life skills”/Skills Education Framework to guide the direction of twenty-first century skills in Thai Education. Skills frameworks have been developed and proposed by various organizations. In re-envisioning one for Thailand’s young people, it was crucial to involve them in the process. This paper describes a design-thinking approach to developing a skills framework involving stakeholders’ voices and, crucially, Thai children and youth. The paper argues that any skills framework for the twenty-first century must include young people’s values and aspirations. This study shows that while Thai children and adolescents share common interests and have the vision to make Thailand a prosperous nation, they differ in their focus on required skills and are also challenging some core values. The proposed basic education skills framework is designed to be comprehensive and flexible. It encompasses a global skills framework to meet twenty-first century needs and support global commitments to the SDGs. At the same, it reflects the diverse needs of Thailand’s stakeholders, especially young people. It also emphasizes the principles of applicability, adaptability and relevance and seeks to reflect the aspirations and dreams of its young people in the context of a changing environment and future demands.

This study aims to investigate the development of executive functions (EFs) for pre-service teachers, their issues during teaching practice, and their motivations for entering the teaching profession. EF self-assessment questionnaires, logbooks, structured in-depth interviews, and support system evaluation forms were used to collect the data. The theory has suggested that school field experiences are particularly effective in student teacher development at the grade level. This study demonstrated a positive association between student teachers’ EFs using four years of data from 45 pre-service teachers participating in teacher preparation programs. Fifteen pre-service teachers attending the fifth year of their teacher education program at a university in Thailand. This longitudinal study used four years (during 2017-2020) of data.

The objectives of this study are to (1) classify wildlife tourists' behaviors and attitudes toward wildlife tourism; (2) analyze expectations of wildlife tour programs in the Dong Phaya Yen‐Khao Yai World Heritage Site in Thailand. The data collection methods were: questionnaires and focus groups conducted from September 2021 to February 2022. A path analysis model analyzed factors influencing wildlife tourists' decisions. This study proposed four wildlife tourist groups: true wildlife, researchers, generalists, and tag‐along. Tourists' wildlife tourism programs and models have been proposed to respond to the needs of each wildlife tourist with mindfulness and conservation as the focus. The results indicated that the wildlife tourism development in this area must use value‐creation with conservative wildlife activities and attractions. Based on these results concerning tourism development, wildlife tourist types should be considered significant concerns of wildlife tourist activities. For effective tourism development, priority should be given to developing facilities and providing quality services.

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This study focused on supporting the officers of Wang Nam Khiao – Khao Phu Luang forest reserve and the local community with ecotourism management training using a six-day short-course based on the Experiential Learning Theory (ELT). As part of the need for assessment and training topics, 173 forest reserve officers, representatives of government authorities, and members of the local community, completed surveys consisting of five-point Likert-type scale items. The short-course training program was developed and implemented in the Wang Nam Khiao – Khao Phu Luang forest reserve. There were 46 attendees who participated in the short course program held in 2017; these included officers, local community leaders, and representatives. Pre- and post-tests were conducted before and after each training session. A one-way ANOVA was conducted to compare the pre- and post-test scores of the trainees and the ecotourism readiness in the Wang Nam Khiao - Pha Khao Phu Luang forest reserve among three groups of attendees. The results of the study showed that the training helped to form wider collaboration between locals and national park rangers, assisting in ecotourism management and natural resource management in the forest reserve.

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