The crowd context-based learning process via IoT wearable technology [IoTW-driven Crowd context-based learning (CCBL)] is a new learning paradigm that integrates Technological Cybergogical Content Knowledge (TCACK) based on connectivism, cognitive tools and information processing theories to promote digital health literacy. In this study, the IoTW-driven CCBL was designed by incorporating content, cybergogical, and technological elements, which can become a sustainable solution in educational settings during the global COVID-19 pandemic. The researchers collected qualitative data by confirmatory focus groups from 12 experts who hold doctoral degrees or equivalent and have at least 3 years of relevant experience. The results of these studies found that the IoTW-driven CCBL involves three specific learning contents (healthcare, disease prevention and health promotion); five dynamic learning steps (context-aware alerting step; observing and questioning step; social information-seeking step; action step; and self-reflection step as all cognitive tools embedded in IoTW devices help promote all digital health literacy components); and four cognitive tools (notification tool; communication tool; searching tool; and monitoring tool). The IoTW-driven CCBL will allow learners to respond to real-life situations by utilising IoT devices to access, apprehend, appraise and apply health information from digital technologies in daily life for well-being, especially in educational settings.

Virtual Communities of Practice (VCoPs) are networks of people who share a common interest and a desire to learn together in the same domain via ICT. The limitations of the existing concepts for developing VCoPs in general contexts are not explained in terms of the integration between virtual learning technologies and digital learning strategies used to promote expected learning outcomes in the agricultural sector. This research aims to propose the conceptual framework for developing the Virtual Communities of Practice through Digital Inquiry (VCoPs-DI Model) to promote digital agriculturists' learning competencies and engagement. The research methodology was divided into three stages: the first stage involves a literature review for document analysis and synthesis, the second stage involves constructing the conceptual framework, and the third stage involves evaluating the content validity index. The key results showed that the developed conceptual framework has three parts: (1) The fundamentals of concept formation were divided into four concept bases: (1.1) Communities of Practice (CoPs), (1.2) Virtual Learning Environments (VLEs), (1.3) Digital Learning Resources (DLRs), and (1.4) Critical Inquiry Method; (2) The identification of the manipulated variable was divided into two compositions: (2.1) VCoPs and (2.2) Digital Inquiry (DI); (3) The identification of the dependent variable was divided into two compositions: (3.1) Digital agriculturists' learning competencies, and (3.2) learning engagement. Findings from an expert's review show that the scale levels of the content validity index (SCVI) were 0.958. We anticipate that our conceptual framework could be used for reference as part of the design and development of the VCoPs model to promote learning in the agricultural sector.

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Analytical reading is a necessary cognitive skill for advancing to other skills required in the digital age. Thailand is focused on the instructional development and use of digital media to enhance the digital natives' analytical reading skills, which will assist learners of all ages in effectively and quickly adapting to changes in the digital environment. After the COVID-19 pandemic situation, educational institutions in Thailand have begun to embrace a hybrid learning approach like never before. The limitations of the existing learning process for boosting digital natives' analytical reading skills are the lack of integration between reading techniques, hybrid pedagogies, and emerging learning technologies to enhance learners' seamless learning experiences. Thus, this study aims to propose the Cloudpowered Hybrid Learning process (Cp-HL process) to enhance digital natives' analytical reading skills. This study consisted of two main stages in the research methodology: 1) learning process development; and 2) learning process evaluation. The developed Cp-HL process had four main learning phases: (1) preparation for hybrid learning; (2) presentation for interactive learning;(3) practice with analytical reading; and (4) progress reports on analytical reading skills. All the experts agreed that the newly developed Cp-HL process performed extremely well in terms of overall suitability.

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