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The development of conversational artificial intelligence (AI) has brought about new opportunities for improving the learning experience in education. ChatGPT, a large language model trained on a vast corpus of text, has the potential to revolutionize education by enhancing learning through personalized and interactive conversations. This paper explores the benefits of integrating ChatGPT in education in Thailand. The research strategy employed in this study was qualitative, utilizing in-depth interviews with eight key informants who were selected using purposive sampling. The collected data was analyzed using content analysis and the software NVivo. The study's results indicated that ChatGPT can provide personalized learning experiences by adapting to individual student needs and preferences. Its ability to understand natural language and context can also facilitate more meaningful interactions between students and the system. Additionally, ChatGPT can assist with administrative tasks such as grading and feedback, allowing educators to focus on more personalized and meaningful interactions with students. Furthermore, ChatGPT can serve as a valuable tool for remote learning, providing students with the ability to access educational resources and support outside of traditional classroom settings. The paper also discusses potential ethical considerations in utilizing AI in education, such as data privacy and bias. Overall, this paper argues that the integration of ChatGPT in education has the potential to enhance the learning experience for students by providing personalized, interactive, and efficient support.

Various applications of artificial intelligence (AI) are currently being developed to enhance and transform the educational experience. However, things like culture, society, and ethics may have an impact on how artificial intelligence is implemented in classrooms all around the world. This study aims to analyze the existing use of AI in education in two Southeast Asian nations, namely Indonesia and Thailand, and to compare those two environments in terms of their potential. Specifically, the research will focus on Indonesia. We gathered papers, publications, and websites from both countries in order to perform an in-depth analysis as part of a comprehensive literature study that we carried out. The ethical and social repercussions of using AI in education, the best practices and suggestions for using AI in education, the possibilities and problems presented by using AI in education, and the preparedness and obstructions presented by using AI in education. Our study demonstrates that there are parallels and variances between the perceptions and experiences of educators and students from the two nations about the use of AI in educational settings, and it also makes recommendations for future research and practice. [ABSTRACT FROM AUTHOR]

Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education, conflict and peace in Southern Thailand and reflecting on Nancy Fraser's theory of social justice and applying the 4Rs framework, this paper provides a critical analysis of inequalities, cultural repression and epistemic domination through education. The paper argues that the 4Rs framework usefully exposes underlying structural tensions in education but does little to show avenues for rupturing unequal power relations and hegemonies that reproduce systems of domination and social exclusion at the macro level. The real hope, however, lies in the potential use of the 4Rs as a tool for grassroots political socialisation. [ABSTRACT FROM AUTHOR]

Age gap between spouses has important implications for a range of outcomes—from fertility and longevity, to gender relationships, marital quality, and stability. This paper examines the age gap between spouses in 12 countries in South and Southeast Asia. The average age difference (husband's minus wife's age) is positive in all countries and ranges from 2.7 in Myanmar to 8.4 in Bangladesh. Age homogamous marriages accounted for 5% of all marriages in Bangladesh to close to half of all marriages in Thailand. The proportion of age hypogamous marriages was uniformly low in all the countries except for Myanmar where it reaches close to 10%. Men's marriage age has a stronger effect in determining the age gap. In general, the age gap for women with lower education was larger than for those with higher education. However, much of this effect was explained by the difference in marriage timing across educational groups. [ABSTRACT FROM AUTHOR]

The development of conversational artificial intelligence (AI) has brought about new opportunities for improving the learning experience in education. ChatGPT, a large language model trained on a vast corpus of text, has the potential to revolutionize education by enhancing learning through personalized and interactive conversations. This paper explores the benefits of integrating ChatGPT in education in Thailand. The research strategy employed in this study was qualitative, utilizing in-depth interviews with eight key informants who were selected using purposive sampling. The collected data was analyzed using content analysis and the software NVivo. The study's results indicated that ChatGPT can provide personalized learning experiences by adapting to individual student needs and preferences. Its ability to understand natural language and context can also facilitate more meaningful interactions between students and the system. Additionally, ChatGPT can assist with administrative tasks such as grading and feedback, allowing educators to focus on more personalized and meaningful interactions with students. Furthermore, ChatGPT can serve as a valuable tool for remote learning, providing students with the ability to access educational resources and support outside of traditional classroom settings. The paper also discusses potential ethical considerations in utilizing AI in education, such as data privacy and bias. Overall, this paper argues that the integration of ChatGPT in education has the potential to enhance the learning experience for students by providing personalized, interactive, and efficient support. [ABSTRACT FROM AUTHOR]

Thailand 4.0 is an ambitious reform strategy that seeks to offset the impact of the Thai aging population by transitioning the economy towards a knowledge-based society skilled in advanced technology. Education reforms are paramount for Thailand 4.0 to succeed; however, significant challenges exist that draw into question the capabilities and quality of the nation's higher education institutions. The low perceived quality can be attributed to government inefficiencies, pronounced education inequality between rural and urban students, declining K12 students' core curriculum performance, and a growing dependence on international students to support higher education institutions' financial stability. This paper discusses the numerous challenges limiting higher education institutions from achieving an improved perception of academic quality both domestically and abroad. The recommendations proposed highlight the need for additional government oversight and educational funding. National and regional education policies must be promoted in a clear, consistent, and measurable method, emphasizing short, medium, and long-term goals. Improved national examinations and institutional collaboration will further support the necessary step to address festering conditions limiting any meaningful transition towards a knowledge-intensive workforce. [ABSTRACT FROM AUTHOR]

This paper proposes a new approach to the measurement of assortative mating and of the change over time in assortative mating. Non-assortative mating is viewed as independence between the characteristics of the husband and those of the wife. In our paper the characteristic we focus on is the educational level of the spouses. In measuring the change in assortative mating we use an algorithm that allows one to make a distinction between changes in the distribution of husbands and wives by educational level and a "pure change in assortative mating" that is the consequence of a change in the degree of independence between the educational levels of husbands and wives. We present an illustration of our approach, based on data for Thailand covering the period 1985–2019. It appears that while over the whole period 1985–2019 the increase in the Theil index of non-random mating was uniquely due to a change in the educational composition of the males and females (essentially of the female population), there are several sub-periods where the "pure change in assortative mating" played an important role. [ABSTRACT FROM AUTHOR]

Although critical thinking has been widely accepted as an educational goal for decades, clear evidence for the development of students' critical thinking is sparse. Critical thinking has been conceptualised as skill, knowledge, and disposition respectively in psychology, philosophy and critical theory, but which applies to education is unclear. In this paper, we argue that treating critical thinking as skill is most appropriate in education. However, there are still three competing theories of critical thinking as skill: as a single unitary skill, as a set of disparate sub-skills, and as a composite skill with several sub-skills. We evaluated the validity of these theories through conducting Rasch and correlation analyses on the results of 385 undergraduate students in Thailand on the Multi-Purpose Assessment of Critical Thinking (MPACT) test. The findings suggest that critical thinking is a composite skill with several sub-skills with implications for the teaching and testing of critical thinking. [ABSTRACT FROM AUTHOR]

This paper examines the impact of political protests on student achievement. The chief conceptual difficulty in identifying the effect of protests on student achievement is their non-random nature. To address this problem, I exploit the political protests in Thailand in 2008 and 2010 as quasi-experiments to measure their effect on the national examination, the O-NET, conditional on school fixed effects. The estimates suggest that the protests had a negative and significant effect on all test scores except for mathematics, perhaps because students were able to study mathematics more easily outside of school. The absolute sizes of the change in test score as a result of the protests range from 0.05 to 0.14 standard deviations, depending on the subject. [ABSTRACT FROM AUTHOR]

To reduce ergonomic risks for their workforce, many industries in Thailand seek assistance from professional ergonomists. However, most academic programs are delivered by instructors with limited human factor and ergonomics (HFE) background, who incorporate either physical or cognitive parts of HFE. To reliably assess and design systems according to HFE principles and standards, programs should be provided by creditable HFE professionals and based on holistic HFE knowledge. The objective of the present study was to initiate a transformation of the professional development in Thailand. The process included a consolidation of the details of HFE education through questionnaires, and identification of requirements from industries through a focus group interview. The results showed a prevalent lack of holistic considerations of HFE knowledge and a primary focus on physical ergonomics. Problems with lack of resources and basic knowledge in design were also reflected by concerns from the industry regarding limited experience, design competency and use of objective methodologies of HFE practitioners. This information was subsequently used to constitute the development of preliminary competencies and a pilot certification system. The proposed competencies and system were then disseminated and additional requirements that need to be incorporated into the professional HFE system were identified. [ABSTRACT FROM AUTHOR]

Increased education affects market and non-market outcomes. This paper investigates the causal impact of the extension of compulsory education from 6 to 9 years on females' education, marriage, and fertility outcomes in Thailand. Using data from the Multiple Indicator Cluster Survey (MICS) and a donut-hole Regression Discontinuity (RD) design, we show that the new law increases lower secondary school completion in girls, leading to decreased probabilities of giving birth in the school-age years (14–17 years). The policy primarily affects the marginal child leading to the postponement of the timing of their fertility to after-school years. We also document heterogeneity and show that the fertility effects are stronger for Muslim women. The policy leads to a consistent drop in the probability of marriage and cumulative births for Muslim women, which sustain beyond the completion of schooling years. The results hold with alternative empirical model specifications and falsification tests. [ABSTRACT FROM AUTHOR]

Background: There is minimal data of health outcomes for Type 1 Diabetes (T1D) in Southeast Asia (SEA) where government funding of insulin and blood glucose monitoring either do not exist or is limited. The full impact of Covid-19 pandemic on the national economies of SEA remain unknown. In the midst of the pandemic, in 2021, HelloType1 was developed by Action4Diabetes (A4D), a non-government organisation charity in collaboration with Southeast Asia local healthcare professionals as an innovative digital educational resource platform of T1D in local languages. HelloType1 was launched in Cambodia, Vietnam, Thailand and Malaysia in 2021 to 2022 with Memorandums of Understandings (MOUs) signed between A4D and each country. Internet data analytics were undertaken between the 1st of January 2022 to 31st of December 2022. Aims: The aims of this study were to explore the usability and internet data analytics of the HelloType1 online educational platform within each country. Methods: The data analytics were extracted Google analytics that tracks data from the website hellotype1.com and Facebook analytics associated with the website. Results: There was a 147% increase in the number of HelloType1 users between the first 6 months versus the latter 6 months in 2022 and a 15% increase in the number of pages visited were noted. The majority of traffic source were coming from organic searches with a significant increase of 80% growth in 2022. Conclusions: The results of the analytics provide important insights on how an innovative diabetes digital educational resource in local languages may be optimally delivered in low-middle income countries with limited resources. [ABSTRACT FROM AUTHOR]

The present research explores the perspectives of English as a foreign language (EFL) teachers at a Thai university regarding ChatGPT as a language teaching tool. Seventeen EFL teachers completed an online interview survey, while three of these teachers engaged in a subsequent individual interview in person. Utilising a qualitative descriptive research paradigm, the results indicate that the participants exhibited positive attitudes towards ChatGPT and acknowledged its diverse applications, including lesson preparation and language activity creation. The participants also highlighted the limitations of ChatGPT, particularly in its dependability, trustworthiness, and capacity to promote excessive student dependence. This study makes a valuable contribution to the extant literature by illuminating the potential benefits and drawbacks of utilising ChatGPT in language education. [ABSTRACT FROM AUTHOR]

Since the start of COVID‐19 pandemic in March 2020, training of psychiatry and mental health has been impacted considerably. We illustrated the change of academic and clinical psychiatric residency training procedure at Chulalongkorn University in Bangkok, Thailand, a developing country situated in South East Asia which is categorized in the low and middle income category of countries. The training setting has set up a task force responsible to set various strategies in response to the COVID‐19 measure of social and physical distancing to maintain standard of care for psychiatric patients and educational experience for psychiatric residents. The strategies include online education, service team separation, and avoidance of contact between teams, reduction of non‐urgent clinical activities, and the use of telemedicine for psychiatric patients. Despite exposure to the difficulties of training during the pandemic, all senior residents were qualified and licensed at the national examination. Residents reported that pandemic did affect the academic activities and services and also the quality of living and satisfaction. Academic issues, including the inconvenience of studying online, were the most concerned problems among psychiatric residents at the time of pandemic. [ABSTRACT FROM AUTHOR]