NSRU Journal of Research and Innovation

Innovative Leadership for Creating a Learning Organization

Kiattisak Phukkacha — 2026-08-31

This academic article aims to analyze the role of innovative leadership in driving and developing learning organizations through a synthesis of relevant literature and research studies. The findings indicate that innovative leadership is a critical strategic factor in enabling organizations to adapt and foster innovation for sustainable development. Leaders are required to possess competencies in stimulating creativity, promoting participation, and cultivating a culture that supports proactive learning. A learning organization emphasizes the development of personnel capabilities through 5 key mechanisms: organizational transformation, knowledge management, the utilization of technology for learning, employee empowerment, and the creation of continuous learning dynamics. The analysis further reveals that innovative leadership and learning organizations share a mutually reinforcing relationship. Innovative leaders serve as architects of organizational systems and cultures, while learning organizations provide the foundation for the continuous advancement of innovation. Therefore, the integration of these two concepts is considered a fundamental element in strengthening organizational capacity and ensuring sustainability in an era of rapid change.

Digital Leadership of Basic Education School Administrators

Ratchapong Damsanit — 2026-08-31

This article aims to examine the components of digital leadership among basic education school administrators and to propose guidelines for developing digital leadership among school administrators. The study was conducted through the analysis and synthesis of relevant documents, theories, and research studies from both Thailand and other countries in order to develop a conceptual framework and academic recommendations. The findings indicate that the key components of digital leadership for basic education school administrators include several important dimensions: These components include modern, systematic management supported by information and data systems, the continuous enhancement of digital competencies among teachers and educational personnel, and serving as a positive role model for digital citizenship and the ethical use of technology. The researchers propose several key mechanisms, including Mindset Transformation to embrace technological change, practical competency development programs, the establishment of academic collaboration networks among schools to facilitate knowledge sharing and Professional Learning Communities (PLC), and the provision of adequate digital resources and infrastructure. The conclusions of this article can serve as guidelines for relevant organizations in formulating policies and personnel development plans to prepare school administrators to effectively lead their organizations in overcoming the challenges of the digital era.

Soft Skills for Digital Leadership

Apinut Sandang — 2026-08-31

This article aims to examine soft skills and ethics of leaders in the digital era. Soft skills refer to personal competencies that are unique to individuals, such as critical thinking, emotional intelligence, and interpersonal abilities. These skills play an important role in thought leadership and emotional management, enabling individuals to perform their duties effectively. They also encourage others to collaborate and work together efficiently. Consequently, soft skills are closely related to the ethical conduct of leaders in the digital era. Leadership refers to the role of managing, motivating, supervising, and guiding individuals or groups to work together willingly in order to achieve the goals of a group or organization effectively. Leadership is not limited to head positions; rather, it refers to those who possess a clear vision, are capable of making decisions and solving problems, inspire others, and serve as positive role models for their colleagues. These qualities contribute to enhancing leadership effectiveness in the digital era. Digital-era leaders face increasingly complex and ambiguous challenges among rapid technological changes. Therefore, soft skills have become a crucial factor in integrating technology with human potential and enabling organizations to achieve sustainable success in the digital era.

Challenges of Smart School Management in Thailand

Nattaran Boonruksa — 2026-08-31

This article aims to examine and analyze the challenges of smart school administration in the context of Thailand. It covers key issues, including technological infrastructure readiness, the digital competencies of school administrators and teachers, budget allocation, and policies related to digital transformation in the Thai education system. The findings indicate the smart school administration in Thailand faces multidimensional challenges. The technological dimension involves disparities in access to infrastructure between urban and rural schools. The budgetary dimension is constrained by limitations on continuous investment in technology, while the policy dimension still lacks clear and specific practical guidelines for smart school administration. This article proposes guidelines for developing smart school administration that are aligned with the Thai context, with an emphasis on digital leadership among school administrators as a key mechanism for driving the smart schools.

Design Thinking Techniques for Creating Learning Management Innovative

Saichon Raedee — 2026-08-31

Design thinking is an important concept for innovation development because it serves as a tool for innovators to create new innovations, promote development, and enhance quality of life. Therefore, developing students’ abilities to create innovations is highly essential. Applying design thinking concepts to learning management is one approach that can enhance students’ abilities to develop innovations. This article aims to present guidelines for applying design thinking to the development of innovative learning management. The process emphasizes the principle of human-centered design, which focuses on understanding learners’ genuine problems and needs through five stages: empathizing, defining, ideating, prototyping and testing. The integration of this concept aims to present knowledge and approaches to learning management through design thinking and innovation development. It encompasses relevant concepts and theories of design thinking, principles of learning management, and the process of applying design thinking to learning management in order to develop students’ competencies in ways that are responsive to the demands of the modern world.

Development of Mathematical Problem-Solving Skills using Polya's Problem-Solving Process Combined with Bar Model Technique on Linear Equations with One Variable for Grade 7 Students in The Wachiraprakan School

Chamaiporn Chaiyachat — 2026-08-31

This research aimed to: 1) compare students' mathematical problem-solving skills on linear equations with one variable before and after learning through Polya's problem-solving process combined with the Bar Model technique, 2) compare post-learning problem-solving skills against the 70% criterion, and 3) examine students' satisfaction toward the instructional approach. The sample consisted of 22 Grade 7 students from Wachiraprakarn School Group under the Kamphaeng Phet Primary Educational Service Area Office 1, obtained through cluster random sampling. Research instruments included 6 lesson plans totaling 12 hours, a 20-item multiple-choice test, a 5-item subjective test, and a 5-level Likert satisfaction questionnaire. Data were analyzed using mean, standard deviation, percentage, and the Wilcoxon Signed-Rank Test. The findings revealed that:

1) students' mathematical problem-solving skills after learning were significantly higher than before learning at the .05 level,

2) 16 students (72.73%) met the 70% criterion, and post-learning skills were significantly higher than the criterion at the .05 level, and 3) overall student satisfaction was at a high level, with learning activity management receiving the highest mean score, followed by Polya's problem-solving process, perceived benefits, and the Bar Model technique, respectively.

The Development of Learning Achievement in Sciences on Air and Living Things using Inquiry-Based Learning Approach (5E) and The Learning Packages for 3rd Grade Students at Wat Nanglue School

Phannita Chatsanguanchai — 2026-08-31

This research aimed to study (1) create lesson plans by Inquiry-Based Learning (5E) on Air and Living Things for 3^rd grade students. (2) create the Learning packages on Air and Living Things. (3) compare the students’ learning achievement before and after learning by Using Inquiry-Based Learning Approach (5E) and the Learning packages. The sample group used in the research was 3^rd grade students (N= 17) during the second semester of the 2025 academic year at Wat NangLue School. They selected by purposive sampling. The research tools consisted of 1) lesson plans by Inquiry-Based Learning (5E). 2) the assessment form of the quality of lesson plans by experts. 3)the Learning packages. 4) the assessment form of the quality of the Learning packages by experts. 5) the learning achievement test. and 6) the assessment form for consistency of the tests. The statistics used for analyzing data were percentage, mean, standard deviation, and t-test for dependent samples. The research results were found as follows; 1) the quality of lesson plans by Inquiry-Based Learning (5E) assessed by the experts was high level. 2) the quality of the Learning packages assessed by the experts was high level. and 3) the mean scores of students’ learning achievement of posttest were higher than those of pretest at the statistically significant .05

A Study of Management of Rover Scout Affairs in Educational Institutions Under Nakhon Sawan Provincial Vocational Education Office

Surachet Wechgama — 2026-08-31

This study aimed to investigate and compare the management of Rover Scout affairs in educational institutions classified by scout leadership position, scouting qualification, and work experience. Data were collected from a sample of 106 administrators and teachers selected through simple random sampling. The research instrument was a questionnaire with an Index of Item-Objective Congruence ranging from 0.67 to 1.00 and a reliability coefficient of 0.98. The data were analyzed using mean, standard deviation, and One-way Analysis of Variance. The research findings revealed that:

1) The overall management of Rover Scout affairs in educational institutions was at a high level. The aspect with the highest mean was Rover Scout activity reporting, which was at the highest level, followed by Rover Scout command, which was also at the highest level. The aspect with the lowest mean was Rover Scout finance, which was at a high level.

2) The comparison of respondents’ opinions on the level of Rover Scout affairs management in educational institutions showed that respondents with different scout leadership positions, scouting qualifications, and work experience in their positions had no differences in their opinions.

A Study of the Characteristics of 21st Century School Administrators as Perceived by Teachers in the Atcharalai School Consortium under the Nakhon Sawan Secondary Educational Service Area Office

Chawinna Sawangngam — 2026-08-31

The purposes of this study were to investigate and compare the characteristics of 21^stcentury school administrators as perceived by teachers in the Atcharalai School Consortium, classified by educational qualifications and work experience. The population consisted of 563 teachers in the Atcharalai School Consortium. The sample comprised 234 teachers, determined using Yamane's formula and selected through simple random sampling. The research instrument was a questionnaire on the characteristics of 21^stcentury school administrators. The content validity index ranged from 0.67 to 1.00, and the reliability coefficient was 0.95. The data were analyzed using mean, standard deviation, the independent samples t-test, and one-way analysis of variance (ANOVA). The findings revealed that:

1. The overall characteristics of 21^stcentury school administrators, as perceived by teachers in the Atcharalai School Consortium, were rated at the highest level. Among the dimensions, leadership received the highest mean score, followed by vision, whereas morality and ethics received the lowest mean score. Nevertheless, all dimensions were rated at the highest level.

2. The comparison of the characteristics of 21^stcentury school administrators classified by educational qualifications revealed significant differences in the overall characteristics. When each dimension was considered separately, statistically significant differences at the .05 level were found in two dimensions leadership and knowledge and competency. In contrast, no significant difference was found in the overall characteristics when classified by work experience.

A Study of School Administrators’ Performance to the Code of Ethics Perceptions by Teachers under Thung Hin Thoen Consortium at Nakhon Sawan Secondary Educational Service Area Office

Surasak Namboon — 2026-08-31

The purposes of this study were to examine and compare the level of school administrators’ professional ethics as perceived by teachers in the Thung Hin Thoen School Consortium, classified by educational attainment, work experience, and school size. The sample consisted of 177 teachers selected using the Krejcie and Morgan sample size determination table and multi-stage sampling. The research instrument was a questionnaire on the professional ethics of school administrators as perceived by teachers. The instrument demonstrated a content validity index of 1.00 and a reliability coefficient of 0.99. Data were analyzed using the mean, standard deviation, independent samples t-test, and one-way analysis of variance (One-way ANOVA). The findings revealed that:

1) the overall level of school administrators’ professional ethics, as perceived by teachers, was at the highest level. Among the five aspects, ethics toward service recipients received the highest mean score, particularly in demonstrating compassion, care, and support for students and service recipients, serving as positive role models in conduct, speech, and mind, and refraining from behaviors detrimental to students’ physical, intellectual, emotional, and social development. The second highest aspect was ethics toward society. The aspects with the lowest mean scores were promoting learning, skills, and desirable habits among service recipients and fostering constructive collaboration among professional colleagues; however, both remained at the highest level.

2) The comparison of the level of school administrators’ performance to the code of ethics perceived by school teachers, classified by educational level, work experience, and school size, showed no statistically significant differences at the .05