Nakhon Ratchasima Journal of Humanities and Social Sciences

Study on Banknotes During the Reign of Rama IX of the Rattanakosin period in Thailand

2025-10-15T17:15:09+07:00

This paper takes the banknotes in circulation during the reign of Rama IX of the Rattanakosin period in Thailand as the research object, and systematically explores the content and information presented on these banknotes. By carefully reading and summarizing Thai research results, useful viewpoints and methods are extracted, and then the information of banknotes in this period is collected, organized, screened and classified. With the support of Important people and social organizations, in-depth data mining and targeted research are carried out. The research was conducted using the following methods: literature review, physical collection and identification, content analysis, historical analysis, interdisciplinary research method, and inductive-deductive method. The nine sets of banknotes issued during the reign of King Bhumibol Adulyadej (King Rama IX) are different in content and cover a wide range. This research will be carried out from the following nine dimensions: (1) the history of Thai banknotes; (2) the reflection of language on banknotes; (3) the reflection of lifestyle on banknotes; (4) the presentation of traditional customs on banknotes; (5) the record of royal activities on banknotes; (6) the mark of Thai historical events on banknotes; (7) the integration of multi-ethnic languages on banknotes; (8) the presentation of architectural styles on banknotes; (9) the reflection of economic policies on banknotes. As a research topic for Thai majors, this study is helpful for in-depth understanding of Thai history, culture, economy and social phenomena, and at the same time innovates and enriches teaching content.

The Influence of Artificial Intelligence Technology Utilization and Personnel’s Knowledge and Competency in AI Applications on Work Performance in Local Administrative Organizations: A Case Study of Maha Sarakham Province

2025-10-08T16:31:09+07:00

This research aimed to (1) examine the influence of Artificial Intelligence (AI) technology utilization on personnel’s knowledge and competency in AI applications within local administrative organizations in Maha Sarakham Province, (2) investigate the effect of professional competence onpersonnel’s knowledge and competency in AI applications, and (3) analyze thecombined influence of AI technology utilization and professional competence on the work performance of local administrative personnel. A quantitative research design was employed using an online questionnaire distributed to 365 personnel from various local administrative organizations in Maha Sarakham Province. Data were analyzed using descriptive statistics—frequency,percentage, mean, and standard deviation—and inferential statistics through Multiple Regression Analysis (MRA).The results indicated that AI technology utilization had a significant positive effect on personnel’s knowledge and competency in AI applications (β = 0.19, p < 0.01), while professional competence also showed a significant effect (β = 0.21, p < 0.01). Furthermore, the combined influence of AI technology utilization and professional competence demonstrated a statistically significant positive impact on overall work performance (β = 0.45, p < 0.001). These findings highlight the importance of integrating AI adoption with personnel competency development to enhance organizational efficiency and service delivery within local administrative organizations.

Comparison of Chinese and Vietnamese food cultures

2025-09-25T12:33:49+07:00

As geographically adjacent countries with profound cultural ties, China and Vietnam share partially overlapping culinary traditions while exhibiting distinct culinary traits; however, existing academic literature lacks systematic comparative studies on their culinary cultures, leading to an incomplete understanding of their cross-cultural interactions in academia. This study adopts a cultural comparative approach—integrating systematic literature review, case study analysis, and cross-cultural comparison—to explore similarities and differences between Chinese and Vietnamese culinary cultures from three core dimensions: daily dining habits, festive culinary traditions, and dining etiquette. Key findings are as follows: for daily staples, Vietnamese phở typically features single-type meat toppings and lemon-infused broth, while China’s Yunnan Crossing-the-Bridge Rice Noodles are characterized by diverse toppings and chili oil; for festive foods, Chinese zongzi focus on commemorating the patriotic poet Qu Yuan, whereas Vietnamese zongzi center on ancestor worship; for dining etiquette, China follows hierarchical seating arrangements, while Vietnam retains floor-sitting customs in traditional settings. This study enriches academic discourse in Sino-Vietnamese cultural comparison and offers practical implications for cross-border tourism and catering cooperation.

Research on Teacher Training Driven by The Standard

2025-10-14T12:26:07+07:00

The revision of the International Chinese Teacher Professional Competency Standard has further elucidated the multifarious professional capabilities demanded of international Chinese teachers. It has also accentuated the core orientation and practical trajectory of the international Chinese education discipline’s development. In the context of the ever-evolving teaching requirements and the rapid advancement of technology, contemporary international Chinese teachers are in urgent need ofenhancing their multi-dimensional professional qualities to address the increasingly intricate educational and teaching challenges. This research has identified several practical obstacles in the current training process of international Chinese teachers. These include relatively weak professional capabilities, unresolved issues in the disciplinary foundation, and the lack of connection between teaching and research. Through a comparative analysis of different versions of the International Chinese Teacher Professional Competency Standard, the following findings can be summarized. Firstly, all versions emphasize the systematic cultivation of teachers’ professional capabilities. Notably, the latest version of the standard has stipulated morecomprehensive and diverse ability requirements for teachers. Secondly, InternationalChinese Teachers should actively engage in professional development training and constantly keep abreast of the latest developments and trends in the discipline. Thirdly, it is imperative to promote the profound integration of teaching and research to facilitate teachers’ professional growth and the concurrent enhancement of their self-worth in practice.

Using CLIL to Develop Pre-Service Teachers’ Readiness for EMI through a Classroom-Based Perspective

2025-10-21T15:59:34+07:00

This classroom-based reflective article examines how Content and Language Integrated Learning (CLIL) can develop pre-service teachers’ readiness for English-medium instruction (EMI) in a regional Thai university context. Drawing on the author’s nine-and-a-half years of bilingual primary teaching and subsequent instruction of an English for Teaching course at Nakhon Ratchasima Rajabhat University (NRRU), the study integrates practical accounts with learner feedback from two groups. Primary-level data were collected from 57 former students who studied English, science, and mathematics through English in a CLIL-based program, while highereducation data were gathered from course evaluations by 23 pre-service teachers. The findings reveal that CLIL-supported lessons promoted engagement, routine English use, and academic vocabulary retention among primary learners, although some found content learning in English challenging. At theuniversity level, pre-service teachers reported high satisfaction with scaffolding, active learning, and microteaching, leading to increased confidence and improved lesson design for EMI. The study highlights key challenges, such as aligning language and content objectives and sustaining motivation, whilerecommending CLIL as an effective strategy for bridging the policy-practice gap andadvancing Sustainable Development Goal 4 on equitable education.