This study aimed to investigate the relationship between teacher professional development, quality of lecture design, student engagement, teacher technical skills, pedagogical content knowledge and teacher satisfaction in using Artificial Intelligence (AI)-Powered Facilitator for designing lectures. The study used a non-random sample technique, and 208 participants answered a survey via Google Form after one semester, using a 5-point Likert scale to rate their responses. The structural equation model was used to analyze the data, and six factors were included in the study. The study confirmed hypotheses that teacher professional development, quality of lecture design, student engagement, and pedagogical content knowledge have a positive effect on teacher satisfaction. However, the study also revealed that teacher technical skills have a negative effect on teacher satisfaction, and pedagogical content knowledge has no significant effect. The proposed conceptual model explained 55.7% of the variance in teacher satisfaction Theoretical and practical implications were also discussed. These findings provide insights into the factors that contribute to teacher satisfaction in utilizing AI-Powered Facilitator for designing lectures and could inform the development of effective teacher training programs.

Eco-pedagogy is a pedagogy utilized in the framework of teaching environmental education in schools. The adoption of various eco-pedagogy programs within schools has proven to be helpful in improving students' environmental attitudes, and it was concluded that schools are the best place for critical learning of environmental concerns. Thus, the primary purpose of this study was to investigate how a teachers' eco-pedagogy workshop promotes teachers' educational, environmental, and organizational concepts. An integrated study (quantitative and qualitative) was carried out that included a sample of 44 teachers in elementary schools. The sample was divided into two groups: an experimental group that participated in the workshop, and a control group that did not participate in it. Improvement was found in the environmental education and the organizational concepts of eco-pedagogy for teachers who participated in the program, compared with those who did not. The study's key findings indicated that attending an eco-pedagogy workshop helped teachers perceive the subject more favorably, developed their higher-order thinking skills, and they learned more about it. Another finding was that a workshop is crucial for teachers to advance their professional development.

Teachers' learning styles are a crucial part of the learning process as they determine how teachers' brains capture and integrate information linked with the senses. Kurnia, identified as an auditory teacher, was expected to capture written information in a provided numeracy problem. Nevertheless, she prefers to capture visual information, like tables or figures, and utilize them to develop thought-provoking questions. Thus, this study intends to investigate her reasons and the factors affecting Kurnia's decision to utilize visual information as a reference in developing questions. This research adopts a qualitative design covering a case study. Kurnia was selected from 32 teachers from 28 schools; roughly 43% were from public schools, and 57% from private schools. Kurnia placed more emphasis on pictorial information before proposing questions, which was caused by situational factors: the subject matter, the grade level, the student's engagement in the class, the teacher's experience, the teaching experience, and the diversity of students' learning styles. This article recommends that teachers recognize their learning styles to know their strengths and weaknesses in teaching mathematics, and that they convey understandable information utilizing effective instructional methods that represent each learning style of students in the classroom.

Home economics education connects multidisciplinary knowledge and is crucial in addressing the challenges of changing society at the individual and family levels. For quality home economics education, pupils need to acquire knowledge and skills based on the fundamentals of home economics literacy, content, and goals defined in the curriculum for this subject. Our research aimed to establish the needs and perspectives of teachers, pupils, and parents regarding the importance and utility of home economics education. Areas of home economics to be included in the subject’s curriculum were identified, based on the perceived needs of pupils, parents, and teachers. The Delphi methodological approach was used. The first round of the Delphi study involved 30 teachers, 34 9th-grade pupils, and 34 parents of 9th-grade pupils, and its second round involved 16 teachers, 33 9th-grade pupils, and 29 parents of 9th-grade pupils. Survey results showed that by the end of elementary school, pupils in their home economics classes had acquired knowledge and skills in the economic and financial area, as well as in environmental and consumption, textiles, nutrition, health and well-being, social skills, and family and home. Although individual groups of respondents differed in the perceived importance of particular home economics areas, the respondents considered it important that pupils acquire home economics knowledge and skills in all identified areas. The Delphi research method proved to be an adequate method to identify the areas of home economics education that are important for a quality of life in modern society and need to be included in the home economics curriculum.

This study examines the transformation of higher education through digital solutions, with a specific focus on developing a user-centered digital student handbook prototype for Surin Vocational College in Thailand, with potential scalability nationwide. Utilizing a mixed-methods approach, the research integrates qualitative and quantitative data to design a digital tool that enhances accessibility, usability, and personalization for students. The prototype features key components, including mobile accessibility, real-time updates, interactive notifications, and integration with academic tools, designed to enhance student engagement, career readiness, and academic performance. Data collection involved students, faculty, and experts to ensure a comprehensive understanding of user needs and preferences. The findings indicate that the digital format offers significant advantages over traditional paper-based handbooks, particularly in terms of accessibility, real-time content updates, personalized experiences, and environmental sustainability. However, variability in user feedback suggests areas for further refinement,  emphasizing that there must be continuous improvement. This research offers interesting perspectives on the role of digital solutions in higher education, contributing to the ongoing evolution of learning tools that support academic success, student engagement, and institutional sustainability.