Journal of education for social transformation

A Book Review of Adjustments in Education To Meet War and Postwar Needs

2026-08-04T15:10:45+07:00

Written and published during the Second World War, Clifford Woody’s edited volume titled Adjustments in Education to Meet War and Postwar Needs demands a critical introspection and analytical eye of the prevailing educational system to prick out the systemic failures and the needed “adjustments” to resolve the existing issues, as the title of the reviewed book suggests. Armed with the benevolent intent of probing eight different subfields of education, the ongoing war forced the volume to discuss only six of the eight subfields, which does not cause the volume to be lacking, content-wise. The work dared to provide insights, albeit repetitive in frequency, on the subfields of: History of Education, Philosophy of Education, Educational Sociology, Educational Guidance and Counseling, Educational Measurement, and Teacher Education (Curriculum), within the context of the period they are in and its anticipated immediate aftermath. It also goes without saying that there is no defense to be made of the authors’ arguments with relevance to their prejudices concerning the Western hemispheric-centric approach to education and the role of women and minority groups in postwar society, in addition to their epistemological trespassing and their uneconomic use of the book, which severely diluted their concerted attempt to expound the topic at hand.

A Book Review of Education After the War

2026-07-27T15:57:08+07:00

Published in 1917, at the tail end of the First World War, John Haden Badley’s Education After the War explores the war’s impact on the British educational system. When dissected thoroughly and analyzed carefully, Badley demonstrated compelling, provocative, and legible argumentations that the war ultimately plunged the nation to the point of reconsidering its treatment of the education sector, which often lagged behind other politically backed priorities. In the book, he also promoted the belief that the optics of education should be redirected from being an arbiter of the individual’s future subjecting an individual to a machine-like setup, to a more liberal, student-centered approach, which ultimately encourages inquisitiveness, strengthening of research abilities, and happiness, to a relative extent. While given marginal attention in the work, Badley has also included a promising yet critical evaluation of the issue of militarism and equality in terms of women’s education. Furthermore, like any other referential work, the book has suffered from analytical deficiencies or interpretative shortcomings that relatively limited the presentation of its meritorious contents. In sum, despite being published in the early 20^th century, Badley’s work remains strikingly pertinent in the present, as the essence of its contents is still evident in the intellectual debate of the proper educational approach for the interests of the children.

Innovative School Management Strategies in the Digital Era

2026-05-30T08:44:37+07:00

This conceptual article explores “Innovative School Management Strategies in the Digital Era”, aiming to synthesize theoretical and empirical insights on digital leadership, innovative management, and smart school transformation. Drawing upon international and Thai scholarly sources, the study develops the Digital-Innovative School Leadership (DISL) Model, which explains the systemic relationship among leadership, vision, technology, organizational culture, and collaborative networks. The synthesis indicates that digital-era school management must operate as a learning ecosystem driven by data and innovation, where digital leadership serves as the core mechanism transforming traditional bureaucratic structures into smart, adaptive learning organizations. The proposed strategies are integrated across four dimensions: (1) vision and leadership, (2) technology and infrastructure, (3) learning culture and human capital, and (4) collaborative partnerships. The article concludes with policy recommendations for enhancing educational leaders’ digital competencies, strengthening digital infrastructure, and promoting digital equity to ensure sustainable educational transformation in Thailand.

Applying the Principles of Good Governance to Enhance the Quality of Educational Administration

2026-06-16T11:00:39+07:00

This conceptual paper, titled “Applying the Principles of Good Governance to Enhance the Quality of Educational Administration,” aims to synthesize relevant concepts, theories, and practices concerning the application of good governance principles in school administration. Drawing upon the theoretical frameworks of Ethical Administrative Theory, Participatory Management Theory, and Open System Theory, the article proposes the School Governance Quality Model (SGQM), which illustrates the interrelationship among governance principles, management mechanisms, organizational culture, and educational quality outcomes. The conceptual synthesis reveals that good governance–based school management enhances transparency, accountability, and participatory collaboration, thereby fostering a culture of trust and continuous improvement. The study highlights the pivotal role of educational leaders in translating governance values into practice through ethical leadership and inclusive management. Policy recommendations include integrating governance indicators into national quality assurance systems, developing administrators’ governance competencies, and leveraging digital technologies to improve transparency and stakeholder engagement. Ultimately, the article argues that embedding good governance within the educational system transforms schools from bureaucratic institutions into trusted learning organizations that embody both quality and integrity in sustainable development.

Buddhist Educational Administration and Instruction in the 21st Century

2026-06-16T11:09:37+07:00

This study integrates the body of knowledge on 21st-century Buddhist educational administration and instruction with the framework of the National Scheme of Education (B.E. 2560–2579). The findings reveal that the operational mechanisms to successfully drive educational institutions and satisfy the "Excellent Education, Happy Living" policy comprise three systematically interconnected core components: 1) Buddhist Educational Administration: utilizing Iddhipada IV (Paths of Accomplishment) to drive human capital and foster intrinsic motivation; applying Sangahavatthu IV (Bases of Social Solidarity) for personnel management and positive relationship-building rooted in transparency and equity; and developing modern leadership competencies through Dhutiya-papanika-sutta (possessing vision, excellent management, and outstanding interpersonal skills) and Sappurisadhamma VII to adapt to community contexts and sustain student-centered approaches. 2) Buddhist Pedagogical Practices: shifting from content-based curricula to holistic student development via Trisikkha (Morality, Mentality, Wisdom) to enhance crucial soft skills; and implementing active learning through Yonisomanasikara (analytical thinking) and the Four Noble Truths to foster critical thinking, right views, and practical problem-solving in the modern world. 3) Systemic Implementation Mechanisms: employing School-Based Management (SBM) through strategic alignment, empowering teacher professional development via Professional Learning Communities (PLC) coupled with instructional leadership and ensuring sustainability through data-driven internal quality assurance. The integration of these frameworks generates the conceptual model of "Buddhist Educational Innovation and Learning," transforming schools into safe and sustainably happy environments. This ultimately achieves the paramount educational goal of nurturing holistic individuals possessing genuine 21st-century competencies.

The Development of a Learning Management Model using the CREATE Model in conjunction with Green Chemistry Activity Packages to enhance Creative Thinking Abilities in Chemistry 3 (Chemical Equilibrium) for Grade 11 Students.

2026-04-26T07:53:26+07:00

Abstract

This study aimed to: (1) develop and evaluate a learning management model based on the CREATE Model integrated with Green Chemistry activity packages to enhance creative thinking abilities in Chemistry 3 (Chemical Equilibrium) among Grade 11 students; (2) examine differences in students’ creative thinking abilities before and after the intervention; and (3) investigate students’ satisfaction toward the implemented model. The participants consisted of 29 Grade 11 students selected through purposive sampling. The research instruments included a learning achievement test, a creative thinking assessment, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, percentage, and dependent t-test.

The findings revealed that the developed model achieved an efficiency of 80.05/81.00, meeting the established 80/80 criterion. Students’ creative thinking abilities after the intervention were significantly higher than those before the intervention at the .05 level (t = 75.55), with mean scores increasing from 14.03 (S.D. = 2.46) to 26.34 (S.D. = 1.93). Furthermore, students reported the highest level of satisfaction toward the learning management model (Mean = 4.63, S.D. = 0.41).

These findings highlight the effectiveness of integrating the CREATE Model with Green Chemistry activities in fostering creative thinking and enhancing student engagement in learning chemical equilibrium.