The research purposes for encouraging study of social and emotion intelligence (S+EI) for secondary school students. Also, this research studied the developing aware of oneself and others in the present and utilising that awareness to manage oneself (our behaviour, our responses to difficult or demanding situations) and our relationships with others in deference age and gender to find the result of self-awareness between two groups of students including students who have learnt self-managing social and emotion and students who have studied in traditional way. The methodologies that used in this research are composed of the study plan that encourages development of intelligence for secondary school students by observing behaviour of both social and emotion, observing individual behaviour, and doing questionnaire about social and emotion by adopting statistic, frequency, and percentages to evaluate. The researcher found that students from Mahasarakham University Demonstration school (Secondary school) who have learnt to manage their social and emotion have different result of developing their social and emotion intelligence according to different study period, gender, and age. Therefore, students who have different learning styles had different self-awareness learning outcomes at the statistical significance level of .05.

Phase 1, half of the teachers obtained comprehensive content, while in Phase 2, the teachers still lacked confidence in constructing the C&M system as well as professional learning community (PLC). They had anxiety in constructing the video and wanted to develop this skill. In phase 3 after follow up, the teachers had higher confidence. They had good attitude towards the construction for PLC, and were able to make plan in applying the C&M system in the classroom. In addition, they were train on how to use the program. The teachers shared their teaching experience as well as showed group leadership skills and shared value and vision in developing their teaching competency. Phase 4 found that there was propriety in teachers' teaching competency in all of 4 dimensions including the classroom management, the knowledge, the teaching method, and the diagnosis.

This study aimed to evaluate the impact of a project aiming to enhance the empowerment of disadvantaged children and youth in Thailand, with a view to promoting educational equality in the country. The Kirkpatrick evaluation framework, comprising four dimensions - response, learning, behavior, and results - was applied. Data was collected from 93 teachers out of a total of 121 (76.85%) who participated in the project, as well as 28 teachers who were interviewed. The research tools included a 5-point Likert scale questionnaire comprising 26 items, and a 6-item interview guide. Statistical analysis using mean, standard deviation, and t-test was conducted to analyze the data. The results indicated that the project had a significant impact on teacher response and learning, as well as a positive impact on behavior and results. Implications for future research and practical applications are discussed.The research findings indicate that the overall assessment of the project is highly satisfactory (= 4.17). Upon consideration of the individual domains, it was found that all domains were highly satisfactory, with teachers involved in the project expressing the highest level of satisfaction with the outcomes of the project's implementation (= 4.27). In particular, the domain of behavior in the application of knowledge in practice was highly effective (= 4.22). The level of response that individuals have to the environmental sustainability project and the feelings they have towards the project (= 4.13) and the learning aspect, including understanding the principles and theories, and the skills necessary to achieve the goals of the project (= 4.06).  A significant recommendation is the development of an information technology system to collect and disseminate the innovative work of teachers in order to expand its impact. It is also important to link the dissemination system of the project with capable agencies in the field.

The objectives of this study were 1) to develop local-based learning activities in an integrated learning unit entitled “The Legend of Phra Yuen Kantharawichai” for grade 5 students; 2) to compare the student’s academic achievement with a criterion of 80%; 3) to compare the students’ historical process skills with a criterion of 80%; 4) to compare the students’ geographic skills with a criterion of 80%; and 5) to assess the students’ local pride. The participants obtained by cluster random sampling method were 34 students of grade 5/2 students studying in the second semester of the academic year 2021, at Mahasarakham University Demonstration School (Elementary). The instruments were 1) a lesson plan; 2) an academic achievement test; 3) a historical process skills assessment form; 4) a geographic skills assessment form; and 5) a measure of local pride. Analysis of the data was percentage, mean score, standard deviation, and t-test. The results of the study showed that 1) the efficiency of the lesson plan was 93.82/84.12, which met the specified 80/80 criteria; 2) the student’s academic achievement was significantly higher than the establishment at the criterion of 80% at a statistical level of .01; 3) the students’ historical process skills were significantly higher than the establishment at the criterion of 80% at a statistical level of .01; 4) the student’s geographic skills were significantly higher than the establishment at the criterion of 80% at a statistical level of .01; and 5) the students’ overall local pride was at the highest level. It was concluded that local-based learning could develop students to achieve academic achievement, historical process skills, and geographical skills that meet the goal and make students feel local pride for learning in history subjects that integrate geography and local content.

Thai language is a proud cultural heritage of Thais. Moreover, Thai language for communication is one of the student core competencies which must be improved through 12 years of basic education in Thailand in order to cope with a rapidly changing trend and live happily in the 21st century. This research was carried out to explore Thai teachers’ problems with teaching Thai language for communication competency for elementary school students. The participants were 120 grade 1-3 teachers from private schools in Kalasin Province, Thailand. The questionnaires were employed to collect the personal information of the respondents and survey their problems. Percentage, mean, frequency distribution and standard deviation were applied to analyze the data. The findings revealed that problems with students’ grammatical and social-communicative competencies (M = 4.32, S.D. = .631) as well as teachers’ teaching management (M = 4.23, S.D. = .618) were at a high level. These provided useful basic information for developing a language for a communication competency-based program in the further phases.