Information and communications technologies (ICT) competency has been identified as a deficiency in teacher training in the basic education system of Thailand. This research aimed to study needs and training for enhancing ICT competency. Some 377 teachers from 35 schools and 12 school directors, supervisors and professional teachers were surveyed to identify training problems and needs. The results found that teachers require training focused on achieving better practical skills and understanding towards ICT. Current training does not adequately support creation and use of ICT media in instructing students. Guidelines to successful training were identified as including proper needs assessments of teachers before training, development of interesting and useful training curriculum in association with teachers, and use of blended training methods (traditional lecture-based training plus internet-based training).

Science teaching needs to be able students having knowledge and understanding. Also, students have to develop their thinking skills it should help students meet real science through inquiry-based pedagogical process. This study aims to (i) investigate effective teaching criterion through inquiry-based teaching at 80/80, (ii) find out effectiveness index of inquiry-based teaching, (iii) compare analytical thinking between before and after students had learned by inquiry-based learning activities, and (iv) study learning satisfaction of second grade students after they had learned through inquiry method. Participants of the study were 10 second grade students, sampled by purposive sampling technique. Research instruments comprised of 8-lesson plan, 20-item achievement test, 20-item analytical thinking test, and 15-item questionnaire on learning satisfaction. Data were gathered and analyzed by Wilcoxon Matched Pairs Singed–Ranks Test. Results revealed that inquiry-based learning activities had effective criterion at 84.46/82.50; effectiveness index of inquiry-based learning activities was 0.5200; post test score of achievement test higher than those pre test score at .05 statistical significance level; and students had learning satisfaction on inquiry-based learning activities at highest leve...

Problem statement:The aim of this research was to study the causal factors influencing students' adversity between twelfth grade and third-year vocational students in Sisaket province, Thailand. Six hundred and seventy two of twelfth grade and 376 third-year vocational students were selected by multi-stage random sampling techniques. Approach: The instruments used for collecting data were: A scale on self-esteem, a scale on dominance, a scale on self-confidence, a scale on sense of personal freedom, a scale on achievement motivation, a scale on ambition, a scale on enthusiasm, a scale on responsibility, a scale on future orientation, and an adversity quotient scale. The data were analyzed by validity test of the causal relationship model. Results:The results of the study were as follows: (1) variables influencing the adversity quotient of 12th grade and third-year vocational students were dominance, sense of personal freedom, self-esteem, enthusiasm, self-confidence, ambition and achievement motivation. (2) Variables are directly influencing the adversity quotient of twelfth grade students was self-confidence while the variables both directly and indirectly influencing the adversity quotient of students were dominance, sense of personal freedom, selfesteem, and enthusiasm. (3) Variable are directly influencing adversity quotient of third-year vocational students was achievement motivation, the variables are indirectly influencing the adversity quotient of these students was dominance while the variables both directly and indirectly influencing the adversity quotient of these students were sense of personal freedom, self-esteem, enthusiasm, self-confidence, and ambition. Conclusion: In conclusion, the results of this study could be used as beneficial information for parents, teachers and those involved in education for developing students to have adversity quotient as well as to be used as guidelines for providing education in the future.

Technological Pedagogical and Content Knowledge (TPACK) is now recognizing for teacher development and preparation program. The new era of teaching and learning are not only focus on contents, but also pedagogical knowledge, technology and education with instructional strategies are now necessary for teacher preparation program. This study focuses on identifying and summarizing the features of TPACK in ASEAN literatures. The review was conducted using the ACI database; a total of 11 articles describing TPACK based on specific search criteria. The framework of TPACK needs to generalize to school policy, administrative purposes and teacher development and teacher preparation program. Also, the exploratory TPACK of 7 Thai pre-service science teachers in one-year school practicum provided significant findings through TPACK questionnaire and lesson plan analysis. Data were collected and analyzed by descriptive analysis. The explorative study illustrated the nature of their TPACK by concept and practice was at high level. The study needs pre-service teacher have technology integration in teacher preparation program, also TPACK should be implemented in teacher development program.

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Educating students from an early age to have ecological awareness and not to damage the earth is one alternative to reduce global warming. The purpose of this study is to find things that need to be developed in environmentally-friendly education as a solution to global warming. The type of this research model is a descriptive qualitative study. The research was conducted at Sekolah Alam Lampung, Indonesia. Based on observations and interviews, it has been found that the school has implemented a strict learning and disciplinary curriculum. The output is expected for the students to self-managing waste and separating organic and non-organic waste bins that have been provided. The non-organic and recycled organic waste could be made into compost. They also plant and care for vegetables and trees in the green laboratory provided. The activity of the Sekolah Alam Lampung is an alternative solution to the environmental crisis regarding global warming, which is now increasingly severe and contributes conceptually to overcome the global warming, which has been a global issue.

Disruption education is now affecting to learning environments and its changes make education reforming. Learning competency in this era should be enhanced in thinking skills and creating innovation to society. This research aims to enhance innovative thinking of Thai pre-service teachers. Participants were 128 Thai preservice teachers who enrolled in the second semester in the academic year 2018 from a university in the northeast of Thailand. Research tools consisted of observation form, interviewing form, and open-ended questionnaires. Participants were divided into 3 groups by large, small, and individual learning. Data were collected and analyzed by qualitative and quantitative explanations and some remarks in the implementation period. Six steps of learning activities consisted of setting goals, brainstorming, innovation design, reflection, teaching strategies, and evaluation. Also, educational innovation had 5 components: instructional media, guideline, online link, application technology, and lesson plans. Instructional media were modeling, 3D pop-up, paper mache, slide card, diagram, digital media and electronic book. The innovative thinking of large group learning showed the highest score, pop-up fit to small group learning, and digital media was suitable for individual learning.

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