Academic Innovation Journal

A Systematic Approach to Basic Phonics Instruction for Grade 1 Students: Developing Early Reading Skills

Naruemon Khuenkham — Thu, 30 Apr 2026 00:00:00 +0700

This academic article aims to present a systematic approach to basic Phonics instruction for Primary 1 students to build a strong foundation in English reading and spelling. As phonics skills are the most critical predictor of early reading success, the proposed approach emphasizes Synthetic Phonics, a method focusing on sounding out individual phonemes and blending them together. This is integrated with the use of Multisensory Activities and Active Learning. Incorporating games, songs, and tangible media effectively helps learners link sounds and letters, which leads to efficient decoding and accurate word reading. This approach not only improves phonetic reading ability but also fosters long-term fluency and reading comprehension.

Learning Management in the Art Module of the “Science and Art of Living” Course in General Education, Loei Rajabhat University: Development of Potential and Aesthetic Experience

Thairoj Phoungmanee — Thu, 30 Apr 2026 00:00:00 +0700

This academic article aimed to examine the learning management of the art module of the “Science and Art of Living” course in General Education at Loei Rajabhat University, to develop learners' aesthetic experiences. Through document analysis and the implementation of practical teaching activities, the study found that this art module, a sub-unit of the course, was designed to develop learners' potential for artistic aesthetic appreciation. It comprised a six-hour lesson plan, divided into three-hour sessions, through an Active Learning approach that integrated lecture and practical methods. The instructional results indicated that implementing this learning plan enabled teachers to conduct activities systematically, leading learners to understand art and develop artistic skills that foster aesthetic sensibility, appreciation, self-understanding, and understanding of others. This was achieved through three core activities: 1) art-based knowledge exchange activities, 2) self-reflective drawing activities, and 3) activities for reflecting upon and communicating socio-cultural issues. Learner reflections revealed that the artistic activities contributed to the development of their mental, emotional, physical, and social well-being; whereas, the art practice facilitated skills in information searching, creative thinking, presentation, critique, and collaboration. Consequently, this process developed their human potential, enabling them to perceive self-worth, respect others, and cultivate an aesthetic sensibility in daily life.

The Effects of Environmental and Economic Sufficiency–Based Learning (EEBL) on Self-Management Competency of Grade 6 Students

Rachane Sornphanpee — Thu, 30 Apr 2026 00:00:00 +0700

This quasi-experimental research aimed to (1) compare the learning achievement between students taught through conventional instruction and those taught through Environmental and Economic Sufficiency–Based Learning (EEBL), (2) examine students’ self-management competency, and (3) assess environmental awareness and sufficiency economy behaviors. The control group consisted of 24 Grade 6 students from the 2023 academic year taught through conventional methods, while the experimental group included 25 Grade 6 students from the 2024 academic year who participated in the EEBL innovation. The research instruments comprised an academic achievement test, a self-management competency assessment, an environmental awareness observation form, and a sufficiency economy behavior assessment. All instruments were validated for content validity (IOC = 0.67–1.00) and reliability (Cronbach’s alpha = 0.87). Data were analyzed using mean, standard deviation, and t-test. The findings revealed that: (1) students who learned through Environmental and Economic Sufficiency–Based Learning (EEBL) achieved higher learning achievement than those who learned through conventional instruction; (2) students in the EEBL group demonstrated a high level of self-management competency; and (3) students showed high levels of environmental awareness and sufficiency economy behaviors. These results indicate that the EEBL approach effectively supports holistic learning outcomes among Grade 6 students.

Development and Effects of the ACRPAI Learning Management Model Based on Cybernetics and Discovery Learning for Enhancing Design Thinking Skills of Secondary School Students in the Western Education Innovation Area

Wacharapatr Techawattanasiridumrong — Thu, 30 Apr 2026 00:00:00 +0700

This study aimed to: (1) examine the current conditions and needs for developing design thinking skills among secondary school students; (2) analyze and synthesize the components of a cybernetic learning management model integrated with discovery-based instruction; (3) develop and validate the quality of the model; and (4) investigate the effects of implementing the model on students’ design thinking skills. This research employed a research and development (R&D) approach conducted in four phases: (1) a survey of current conditions and needs involving 140 students; (2) analysis of model components based on document review and interviews with 10 experts; (3) development and pilot implementation of the ACRPAI Model with 40 Grade 10 students; and (4) evaluation of the model through experimental implementation with a sample of 35 students. The research instruments included: (1) lesson plans based on the ACRPAI Model with an Index of Item-Objective Congruence (IOC) ranging from 0.80 to 1.00; (2) an academic achievement test with a reliability coefficient of 0.89; (3) a design thinking skills assessment with a reliability coefficient of 0.92; and (4) a satisfaction questionnaire with a reliability coefficient of 0.90. Data were analyzed using descriptive statistics and t-tests. The findings revealed that: (1) students demonstrated a high level of need for developing design thinking skills (PNI Modified = 0.51); (2) the developed ACRPAI Model consisted of five key components and six instructional steps: Analysis, Creation, Prototyping, Presentation, Evaluation, and Innovation Dissemination; (3) students’ post-test scores in both academic achievement and design thinking skills were significantly higher than their pre-test scores at the .01 level; and (4) students reported the highest level of satisfaction with the model.

Place-Based Community Learning Using Mak Mao and Pon Yang Kham Beef Cattle Integrated with Digital Projects to Enhance Digital Innovator Competencies of Upper Secondary Students

Meka Deesongkram — Thu, 30 Apr 2026 00:00:00 +0700

This study aimed to develop place-based community learning activities integrating local wisdom related to Mak Mao and Pon Yang Kham beef cattle with digital projects for upper secondary students, in order to enhance their digital innovator competencies and to examine supporting factors and obstacles in implementing the activities. The activities were conducted over a six-week period, totaling 12 hours, through the integration of Place-Based Learning, Project-Based Learning, and the Design Thinking process with digital technologies. The sample consisted of 30 upper secondary students selected through purposive sampling. The findings indicated that the developed activities were appropriate to both student and community contexts, and effectively integrated local knowledge of indigenous plants and livestock into the development of digital innovations addressing real community problems in a systematic manner. As a result, students demonstrated statistically significant improvement across all five dimensions of digital innovator competencies (p < .001). The overall competency score increased from 2.43 to 4.24 out of 5, reflecting a very large effect size (Cohen's d = 3.49). The three dimensions showing the greatest improvement were social and community responsibility (d = 3.21), collaboration and communication (d = 3.04), and design thinking (d = 2.89), respectively. Key supporting factors included strong community collaboration, the relevance of local wisdom to student learning, and institutional support from the school, while major obstacles involved time constraints and limitations in technological infrastructure. Overall, the results suggest that place-based community learning integrated with digital projects is a highly effective approach for enhancing digital innovator competencies among upper secondary students.

Development of Smartphone Application Usage Skills for the Elderly: A Case Study of Elderly Clubs in Maha Sarakham Province

Pawornprat Hongsakon, Chalermwong Thampichitsuek — Thu, 30 Apr 2026 00:00:00 +0700

This research aimed to investigate the current situation, problems, and obstacles in smartphone application usage among older adults, and to develop guidelines for enhancing smartphone application skills for the elderly in Maha Sarakham Province. A qualitative research methodology was employed, collecting data from 30 key informants comprising 20 elderly club members, 5 club leaders, and 5 community volunteers through in-depth interviews, participant observation, and focus group discussions. Data were analyzed using content analysis. The findings revealed that most older adults owned smartphones and primarily used LINE (95%), Facebook (80%), and banking applications (65%) to maintain relationships with family members and club peers. The elderly encountered three main categories of challenges: 1) physical and health issues, including visual impairment, hand tremors, arthritis, hearing loss, and memory decline; 2) skills and knowledge deficits, including lack of understanding of technical terminology, difficulty memorizing procedures, limited comprehension of basic concepts, insufficient cybersecurity awareness, and problem-solving skills; and 3) social support limitations, including restricted assistance from family members, limited practice opportunities, inadequate community support, inappropriate learning materials, and absence of concrete policies. Based on these findings, the researcher developed the 5D Model Framework encompassing five core components: 1) DESIGN: three-level curriculum design; 2) DELIVERY: learner-centered instruction; 3) DEVELOP: development of supporting media and tools; 4) DIGITAL SUPPORT: establishment of social support systems; and 5) DETERMINE: continuous monitoring and evaluation. This holistic integrated framework addresses the limitations and needs of older adults across all dimensions, enabling them to develop digital skills effectively and sustainably.