Journal of Graduate School of Management Studies of Sripatum University Khon Kaen Campus

Editorial Note

JGSM SPUKK — 2026-05-31

Editorial Note

Content

JGSM SPUKK — 2026-05-31

Content

Appendix

JGSM SPUKK — 2026-05-31

Appendix

Full Issue

JGSM SPUKK — 2026-05-31

Full Issue

Front

JGSM SPUKK — 2026-05-31

Front

Applying the SCAMPER Technique to Enhance Scientific Creativity

Namphet Nasaree — 2026-05-31

Creativity is one of the essential learning goals for students in the 21^st century, as it equips learners with the ability to solve problems, think critically, and generate innovative ideas in response to rapid changes in modern society. The SCAMPER technique serves as an effective tool to foster such creativity by stimulating diverse modes of thinking and encouraging students to develop new ideas from existing concepts. In this process, the role of the teacher is crucial in designing questions, structuring learning experiences, and providing guidance that promotes independent and in-depth thinking. Teachers must also carefully select appropriate situations, phenomena, or experimental activities that prompt students to ask questions, conduct investigations, analyze information, and generate creative explanations or solutions. Altogether, these elements contribute to the effective development of students’ creativity within the context of science learning.

Integrated learning management using herbal gardens in schools and communities as a learning resource

Montree Wongsaphan — 2026-05-31

"Herbal gardens" are another form of learning resource that educational institutions can use to manage integrated learning continuously and sustainably. Creating herbal gardens as learning resources in schools and communities creates a learning environment that connects with daily life, fostering student development through hands-on processes, exploration, experimentation, creation, product processing, reflection, knowledge integration, using knowledge to promote health, learning the philosophy of sufficiency economy, building self-immunity, and living self-reliantly. The approach of using herbal gardens in schools and communities as learning resources should be developed in conjunction with the school curriculum, emphasizing education based on Meaningful Learning Theory and Constructivism. Students should construct and remember knowledge meaningfully, connecting it to context. The herbal garden should serve as a learning space with diverse and sufficient resources, materials, equipment, and problem-solving scenarios. Schools should use locally sourced, economically available medicinal plants. Integrated learning units spanning all disciplines can be incorporated into the school curriculum, such as planting, caring for, propagating, harvesting, utilizing, product creation, packaging design, sales, and community service. This allows students to create projects that instill self-pride and develop academic skills in reading, writing, calculation, analytical thinking, problem-solving, and creativity. This article aims to enhance life skills, vocational skills, financial literacy, local resource conservation, learning of local wisdom, and preservation of Thai culture, as well as building positive relationships within the community. It draws lessons from case studies of schools under the Mahasarakham Primary Educational Service Area Office 1.

Knowledge and self-care behavior using local wisdom among postpartum mother, Ban Lao Subdistrict, Mueang District, Chaiyaphum province

่jiratchaya laokhompruttajarn — 2026-05-31

This study aimed to: 1) assess the knowledge and self-care behaviors based on local wisdom, 2) compare self-care behaviors according to personal characteristics, and 3) examine the relationship between knowledge and self-care behaviors. The participants were 85 postpartum mothers. The research instruments included: 1) a 20-item multiple choice knowledge test with four options, covering three domains: postpartum self-care, use of local wisdom, and precautions, with a KR-20 reliability coefficient of 0.84; and 2) a 35-item self-care behavior questionnaire using a five-point Likert scale, with a Cronbach’s alpha of 0.82. Data were analyzed using descriptive statistics, analysis of variance (ANOVA), and Pearson’s correlation coefficient. The results indicated that the majority of participants had a high level of knowledge (16–20 points), accounting for 61.18% of the sample. The self-care behaviors based on local wisdom were also at a high level ( = 4.38, = 0.48). Participants differed significantly in self-care behaviors according to age and educational level (p < 0.05). Additionally, knowledge was positively and significantly correlated with self-care behaviors based on local wisdom among postpartum mothers (r = 0.64, p < 0.05).

Guidelines for Developing Activities to Enhance Scientific Competencies Based on the PISA Assessment Framework for Lower Secondary School Students

Bordin Kraiphon — 2026-05-31

This research aimed to investigate the needs and guidelines for promoting scientific competencies based on the PISA assessment framework for lower secondary school students. The data sources consisted of: 1) 34 lower secondary science teachers in Kalasin Province involved in or supporting PISA-related operations, selected through voluntary sampling; and 2) 5 experts in scientific competencies activity development, selected via purposive sampling. The research instruments included a needs assessment questionnaire and a semi-structured interview form. Data were analyzed using mean (), standard deviation (), the Modified Priority Needs Index (PNI_modified), and content analysis. The research findings revealed that: 1) based on the needs assessment, the PNI_modifiedvalues ranged from 0.06 to 0.30. The highest priority need was identified in the area of budget and resources, followed by the demand for diverse and engaging activities, and the comprehension of instructional activity design, respectively. 2) The g2uidelines for activity development emphasized community-based problem solving through science projects within an inquiry-based learning cycle. Specific strategies for the three scientific competencies included: promoting the competence to "explain phenomena scientifically" through the 5E inquiry model 35 linked to real-world contexts; enhancing the "evaluation and design of scientific inquiry" by focusing on experimental design and evidence-based argumentation; and fostering the "interpretation of data and evidence scientifically" by emphasizing decision-making based on empirical evidence. Furthermore, the integration of digital media and simulations is recommended to mitigate equipment limitations. The process should be driven by Professional Learning Communities (PLC) in conjunction with authentic assessment to sustainably elevate learning quality toward PISA competencies.

A Structural Equation Model of Servant Leadership and Innovative Behavior: The Mediating Role of Job Engagement

Ntapat Worapongpat — 2026-05-31

This study aimed to develop and validate a mediating model explaining the relationship between servant leadership and innovative behavior, with job engagement as a mediator among educational personnel in higher vocational and technical colleges in Guangzhou, Guangdong Province, China. A total of 310 respondents were selected using a stratified random sampling technique. Data were collected through a structured questionnaire using a five-point Likert scale. Confirmatory Factor Analysis (CFA) was employed to assess construct validity and reliability, while Structural Equation Modeling (SEM) was used to test the hypothesized relationships and mediating effects. The results indicated that servant leadership did not have a significant direct effect on innovative behavior ( =0.123, p>.05). However, servant leadership had a significant positive effect on job engagement ( =0.080, p<.001), and job engagement significantly influenced innovative behavior ( =0.131, p< .001). Furthermore, the indirect effect of servant leadership on innovative behavior through job engagement was statistically significant ( =0.113, p<.001), indicating a full mediation effect. The structural model demonstrated a good fit with the empirical data. The findings provide important theoretical implications by supporting the mediating role of job engagement within the Job Demands–Resources (JD-R) model, explaining how servant leadership indirectly enhances innovative behavior. This study contributes to the literature by addressing empirical inconsistencies regarding the direct and indirect effects of servant leadership and extending the application of the JD-R model in the context of vocational education.