Pitchada Prasittichok

Active citizenship is a key goal of higher education. However, limited empirical evidence exists on how learning management approaches support legal literacy and citizen participation among university students. This research lacuna was addressed by examining whether a legal literacy enhancement program, incorporating creativity-based learning and gamification, was related to changes in legal literacy and active citizenship using a quasi-experimental pre-test–post-test design with follow-up assessment. The sample comprised 40 undergraduate students, obtained by purposive sampling. The classroom was divided into the experimental group (n = 20) and the control group (n = 20) based on their timetables and the lecturer’s readiness. The experimental group received activities as scheduled for four weeks. The program was designed to enhance their experience-based learning, problem-solving, and enthusiastic participation through creative learning activities and gamification elements. Legal literacy forms and a self-assessment form on active citizenship were used to collect the data with mixed-design ANOVA used for data analysis. The results revealed that legal literacy and active citizenship in the experimental group were significantly higher than those in the control group. There was a significant coeffect between group and time (Group × Time interaction effect) on legal literacy, was well as on active citizenship. Changes were observed in the post-test and follow-up phases. This provided preliminary evidence that the program was associated with increased legal literacy and active citizenship during the short-term follow-up period. The experimental group also showed a higher awareness of civic responsibility and participation in social issues.

For decades, the limited communicative competence of Thai learners has been a recurring concern in English language education, particularly in the areas of listening and speaking, where traditional classroom methods often struggle to produce tangible, long-term fluency. This study proposes that English instructors in higher education can meaningfully integrate microlearning as a practical alternative to conventional teaching. Conducted over a four-week period through a mixed-method design, this research employed purposive and snowball sampling to recruit Thai undergraduates majoring in English, using pre- and post-tests delivered via AI-assured assessments, supplemented by growth mindset questionnaires and qualitative interviews. The analysis revealed that microlearning notably strengthened students' listening proficiency and fostered a more resilient growth mindset, while improvements in speaking performance, though present, did not yet reach the benchmark of international proficiency. Nevertheless, the inclusion of AI-based feedback proved valuable, offering clear, immediate, and constructive input that encouraged learners to refine their communicative performance. Beyond measurable skills, participants reported heightened motivation, confidence, and self-efficacy, all of which contributed to a more positive and proactive attitude toward language learning. Overall, this study concludes that microlearning offers a promising and practical pathway for improving listening proficiency and cultivating a positive mindset among Thai EFL learners, while suggesting that the attainment of higher speaking proficiency may require extended exposure and more complex communicative practice. Future research is therefore encouraged to explore the integration of microlearning with AI-supported assessments as a sustainable and scalable framework for advancing English communication skills in higher education contexts.

The adoption of explainable artificial intelligence (XAI) in healthcare has been increasingly framed as dependent on transparency, trustworthiness, and accountability. The objective of this study was the reclamation of rule-based systems within XAI as innovations aligned with healthcare accountability. A scientometric mapping analysis was conducted using publications indexed in Scopus between 1 January 2018 and 20 May 2025. The search strategy was applied to 1034 records. From these, 892 were screened, 238 duplicates were removed, and 654 studies were retained in accordance with the PRISMA 2020 framework. Thematic cluster analysis, co-authorship structures, and keyword co-occurrence patterns were visualised through VOSviewer 1.6.20. Transparency, accountability, and trustworthiness were established as central values for clinical integration. Expanding domains were identified in smart healthcare, digital health, healthcare technology, and mHealth, while interpretability was observed to remain underrepresented. Rule-based systems, frequently in hybrid forms, were demonstrated to bridge algorithmic complexity with interpretability. This bridging was interpreted as reinforcing physician confidence, regulatory compliance, and patient safety. It was concluded that the advancement of XAI in healthcare has been shaped by the interplay of ethical principles, methodological innovation, and digital health applications. Practical implications, theoretical contributions, and potential limitations were systematically addressed.

BACKGROUND: Insufficient health literacy is a barrier to reduce the risks associated with drug abuse. The study aimed to investigate the current and desirable conditions of health literacy related to defense against drug abuse and to prioritize health literacy needs for this purpose among early adolescents in Bangkok. MATERIALS AND METHODS: A total of 412 students were randomly selected using a multistage sampling method by geographical areas. The research utilized was a 30-item questionnaire employing the dual-response format. The questionnaire demonstrated reliability coefficients ranging from. 86 to. 92. Data analysis involved descriptive statistics and the standard deviation. The need assessment was evaluated using the modified Priority Needs Index (PNI modified) and compared with the mean through paired sample t-test. RESULTS: The needs assessment findings indicated that adolescents’ current health literacy regarding self-prevention from drug abuse was moderate (mean = 3.40, SD = 0.78), whereas the desired level was very high (mean = 4.24, SD = 0.82). There was a statistically significant difference at the 0.05 level between students’ actual and desired health literacy. Among the skills, self-management (PNI modified = 0.30) was prioritized, followed by media literacy (PNI modified = 0.27) and communication abilities (PNI modified = 0.25). CONCLUSIONS: The results make a substantial contribution to understanding the requirement assessment process, serving as a valuable reference for educators and public health professionals. They provide insights into strategies for enhancing health literacy in adolescents’ self-prevention against drug abuse, aiding in youth-focused interventions.

Objectives: Depression affects 23.3% of Thai and 15.2% of Vietnamese health science students, rates that exceed the global average of 4.4%. This study compared the causal models of mental health literacy and helping behavior toward individuals at risk of depression between these 2 groups.Methods: This cross-sectional study was conducted from April 2023 to October 2023 and included 422 students from Thailand and Vietnam, who were studying medicine, nursing, psychology, and physical therapy. Stratified random sampling was used to select 211 students from each country. Data collection was performed using a Likert scale, which showed total-item correlations ranging from 0.24 to 0.83 and Cronbach’s alpha values between 0.74 and 0.86. The data were analyzed using a structural equation model.Results: The causal models were consistent with the empirical data. The helping behavior of students toward peers at risk of depression was significantly influenced by their mental health literacy (effect size [ES], 0.91). This influence was also mediated indirectly by self-efficacy (ES, 0.18), positive attitudes (ES, 0.29), and social support (ES, 0.77). Collectively, these factors accounted for 83% of the variance in helping behavior. Social support had a more pronounced effect on mental health literacy among Vietnamese students than among their Thai counterparts (ES, 0.46 vs. 0.27, p<0.05). Conversely, positive attitudes had a stronger influence among Thai students than among Vietnamese students (ES, 0.17 vs. 0.01, p<0.05).Conclusions: The causal models of helping behavior among Thai and Vietnamese health science students exhibited no significant differences. However, improving mental health literacy is crucial, as it significantly impacts helping behavior.

This research investigated the validity of measurement and causal model of online scam protection behavior (OSPB) among at risk Thai students. The sample comprised 286 high school students from three demonstration schools under the University. Data were analyzed using descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM). The factor loadings for all items satisfied the standard criteria with scores ranging from .40 to .80, item-total correlations ranging from .405 to .718, and Cronbach’s alpha coefficients ranging from .773 to .928. The modified model demonstrated a better fit with the empirical data (χ² = 47.62, df = 37, p = .113, χ²/df = 1.287, RMSEA = .032, SRMR = .028, GFI = .97, CFI = 1.00, NFI = .99). All factors: a) awareness of online risks, b) inhibitory control, c) game-based learning, d) social support, and e) motivation to prevent online scams can predict 81% of OSPB. The motivation to prevent online scams strongly influenced OSPB, with an effect size of .60. Additionally, all factors can predict 88% of the motivation for online scam prevention, suggesting that Protection Motivation Theory (PMT) is a suitable framework for understanding and evaluating Thai students' preventive behaviors in online deception scenarios. This newly developed instrument is highly reliable and can be effectively used by researchers and educators to assess the risk of online fraud victimization among high school students.