Nakhon Ratchasima Journal of Humanities and Social Sciences

Filial Piety in Thai-Chinese Communities: A Cultural Analysis through the Film LAHN MAH

2025-07-28T16:33:44+07:00

This study investigates the cultural representations of filial piety in Thai-Chinese communities through an analysis of the 2024 film LAHN MAH. Using qualitative methods that combine film content analysis with in-depth interviews of six Chinese viewers across different age groups (10-25, 26-40, and 41+ years) with two interviewees per group, the research explores how contemporary cinema mediates between traditional values and modern realities. The findings identify three primary expressions of filial piety: ritual practices including ancestor veneration and Qingming Festival（清明节） observances, daily intergenerational care practices, and the integration of Confucian ideals with Thai Buddhist traditions. Generational differences emerged in audience interpretations, with younger viewers highlighting technological adaptations, working-age adults emphasizing culturalpreservation, and older respondents focusing on foundational Confucian principles. The research contributes to intercultural media studies by demonstrating how cinematic narratives facilitate cross-cultural dialogue while preserving ethnic identity in diaspora communities. The study advances understanding of cultural hybridity in transnational contexts through its examination of cinema as both a reflective medium and dialogic space for traditional values in contemporary society.

Cross-Cultural Pedagogy of Chinese Sachet Culture in Thai Primary Schools: A Case Study of Bamrungwittaya School

2025-08-03T14:57:51+07:00

Within the Belt and Road Initiative’s educational cooperation framework, the international dissemination of intangible cultural heritage necessitates adaptation to host-country cultural contexts. This study aims to provide reference for teaching Chinese intangible cultural heritage within Southeast Asian Chinese language education. Bamrungwittaya Schoolintegrates Chinese language education across all primary education stages (K-9). In2025, our school have 13 Chinese language teachers, including 8 Thai teachers and 5 Chinese teachers. The author implemented teaching practices for primary school students in grades 1 and 2, adopting a collaborative division of responsibilities with Thai local educators. This study employs action research methodology to explore cross-cultural pedagogical approaches for Chinese sachet culture, focusing on primary Grades 1-2 students at Bamrungwittaya School in Thailand during the Duanwu Festival. Building upon Byram’s Model of Intercultural Communicative Competence, the research establishes a three-dimensional teaching objective framework encompassing cognition, skills, and affect. Subsequently, a localized instructional design is developed. Practical implementation demonstrates that tangible cultural artifacts combined with multi-sensory experiences effectively reduce culturaldistance. By creating sachets integrating Sino-Thai elements, students cultivateinterest in and appreciation for traditional Chinese culture.

DeepSeek V3/R1 in International Chinese Language Education: Opportunities, Challenges, and Solutions

2025-07-31T14:04:35+07:00

The rapid development of artificial intelligence technology has injected new vitality into traditional international Chinese language education. This study focuses on the potential application of the DeepSeek V3/R1 large language models (LLMs) in the field of international Chinese language education. Through the combination of theory and data analysis, it systematically explores its value in empowering education, practical challenges, and corresponding strategies. The research results indicate that DeepSeek V3/R1 provides users with personalized learning and a visual learning platform, enhancing students' learning capabilities and improving teaching effectiveness. Simultaneously, DeepSeek V3/R1 possesses inherent technical limitations and poses challenges to the traditional education system and learners' autonomy. This study aims to provide new insights and practical references for the innovative development of international Chinese language education empowered by artificial intelligence.

Specific Learning Disorders in Contemporary Education: A Call for Early Intervention, Inclusive Practices, and Teacher Training

2025-07-31T13:44:43+07:00

Specific Learning Disorders (SLDs), including dyslexia, dysgraphia, and dyscalculia, are among the most common neurodevelopmental conditions affecting students in contemporary education, often impairing literacy, numeracy, and written expression. Despite increasing awareness, many students remain undiagnosed due to inconsistent screening practices and misconceptions, while reliance on standardized curricula andassessments further exacerbates their challenges. This article presents a narrative literature review that synthesizes recent research, policy reports, and theoretical perspectives from educational psychology, neuroscience, and pedagogy to examine effective responses to SLDs. The findingsemphasize the importance of early identification, through consistent screening and diagnostic practices, as a prerequisite for timely intervention, which may include targeted support programs, inclusive pedagogical approaches such as differentiated instruction and Universal Design for Learning (UDL), and the use of assistive technologies to enhance literacy and numeracy skills. The review further highlights the critical role of comprehensive teacher training in equipping educators with the knowledge and confidence to implement these strategies effectively. By drawing these insights together, the article argues for education systems to prioritize early identification, evidence-based intervention, and sustained professional development to create equitable learning environments that support both academic achievement and long-term success for students with SLDs.

The Application of Learning Theories for Teaching Thai Language

2025-08-04T23:09:59+07:00

This academic article was written based on the author’s study, collection, and synthesis of 20 sources, including books, academic articles, research articles, and theses related to learning theories and the teaching of the Thai language, over a period of 20 years (from 2001–2021). It synthesizes problems and models of Thai language instruction, followed by the synthesis of concepts and learning theories, namely cooperative learning theory, constructivist learning theory, 21st-century skills, and the concept ofblended learning, as a guideline for teachers to apply in the teaching of Thai language to benefit learners.