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All Journal Jurnal Genesis Indonesia Buletin Edukasi Indonesia Advances in Psychological Sciences and Applications
Vehachart, Rungchatchadaporn
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Religion Humanities Computer Science & IT Education Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Cognitive Load and AI-Assisted Learning in Thai Higher Education: A Structural Model Approach Vehachart, Rungchatchadaporn; Subardjo, Ratna Yunita Setiyani
Advances in Psychological Sciences and Applications Vol. 2 No. 01 (2026): Advances in Psychological Sciences and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.apsa.002179

Abstract

The integration of artificial intelligence (AI) in higher education has significantly transformed teaching and learning processes. While AI-assisted learning tools offer personalized feedback and adaptive learning environments, their cognitive implications remain underexplored, particularly in non-Western contexts. This study investigates the impact of AI-assisted learning on cognitive load and learning outcomes in Thai higher education. Using Cognitive Load Theory (CLT) as a framework, a quantitative approach with PLS-SEM was applied to data from 312 students. The findings indicate that AI-assisted learning reduces extraneous cognitive load while enhancing germane cognitive load. Student engagement mediates the relationship between cognitive load and learning outcomes, while cultural factors moderate AI usage effects.
Teacher Data Literacy and Data-Driven Mathematics Instruction in Primary Education Vehachart, Rungchatchadaporn; Abdulwahab, Basel; Berngacha, Suhairee
Jurnal Genesis Indonesia Vol. 5 No. 02 (2026): Articles in Press - Jurnal Genesis Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jgi.002306

Abstract

This study investigates how primary school teachers develop and apply data literacy to support data-driven mathematics instruction in data-rich learning environments. A Systematic Literature Review (SLR) following PRISMA guidelines was conducted, synthesizing 42 peer-reviewed studies published between 2014 and 2025 across major academic databases. The review identifies three key themes. First, teacher data literacy is a multidimensional construct integrating data interpretation, statistical reasoning, and pedagogical decision-making, yet many teachers face challenges in translating data into instructional action. Second, barriers to data use are systemic, including limited training, complex analytics tools, time constraints, and weak institutional support. Third, effective strategies include structured data literacy training, simplified dashboards, collaborative inquiry through Professional Learning Communities (PLCs), and strong instructional leadership. This study integrates Data-Based Decision-Making (DBDM), Technological Pedagogical Content Knowledge (TPACK), and sociocultural perspectives into a unified framework, offering both theoretical insights and practical recommendations for developing sustainable data-driven mathematics teaching practices in primary education.
Opportunities and Challenges of Generative AI in Shaping the Future of Education in Thailand: A Narrative Review Abdulwahab, Basel; Beungacha, Suhairee; Vehachart, Rungchatchadaporn
Buletin Edukasi Indonesia Vol. 5 No. 01 (2026): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.bei.001999

Abstract

This narrative review examines the emerging role of Generative Artificial Intelligence (GenAI) in shaping the future of education in Thailand. Drawing on scholarly literature published between 2020 and 2025, the review synthesizes current trends, empirical findings, and conceptual discussions related to the integration of GenAI in educational systems. The analysis highlights key opportunities offered by GenAI, including personalized and adaptive learning experiences, intelligent tutoring systems, automated feedback, and support for educational innovation aligned with national digital transformation agendas. At the same time, the review identifies significant challenges that may hinder effective adoption, such as digital inequality, data privacy and ethical concerns, limited institutional infrastructure, and varying levels of teacher readiness and digital competence. By critically discussing these opportunities and challenges, the review provides a balanced perspective on GenAI implementation in the Thai context. The study concludes by offering strategic recommendations for policymakers, educators, and researchers to promote responsible, inclusive, and sustainable use of GenAI in advancing the quality and equity of education in Thailand.
Co-Authors Abdulwahab, Basel Berngacha, Suhairee Beungacha, Suhairee Subardjo, Ratna Yunita Setiyani