ONESQA International Journal of Education Quality and Innovation

External Quality Assessor Performance in Thai Vocational Education: A Secondary Mixed-Methods Analysis of the ONESQA 2025 Stakeholder Survey

2026-07-03T08:54:19+07:00

Abstract
External quality assurance in vocational education depends on assessors who can combine quality-assurance methodology, knowledge of occupational and institutional contexts, and relational competence. This study examined how those capabilities were perceived in Thailand through a QUAN-dominant secondary mixed-methods analysis of the 2025 ONESQA Service Satisfaction and Development Survey. The parent survey included 6,500 respondents; the present analysis focused on 44 vocational institutions and 102 vocational-education assessors, with cross-sector comparisons to early-childhood and basic-education assessors. Quantitative indicators covered satisfaction, engagement, Net Promoter Score, and confidence. The instrument development process included five-expert content review, pilot testing, and high internal-consistency estimates for the external-assessor scales (Cronbach’s α = .92–.98). Qualitative evidence was drawn from the parent report’s pooled institution and assessor focus-group strands and was used to contextualize and expand the vocational quantitative findings rather than to provide a direct vocational-specific convergence test. Because the source report did not state whether qualitative synthesis was conducted blind to the quantitative results, the integrated claims are presented as interpretive propositions rather than independent corroboration. Vocational institutions rated the external-assessor dimension highly (M = 4.67/5), including ethics (M = 4.71), expertise (M = 4.70), and fairness/professional conduct (M = 4.70). Vocational assessors also reported high satisfaction (M = 4.42/5), engagement (M = 9.24/10; NPS = 79.17), and confidence (M = 4.50/5), although each indicator was lower than the corresponding scores in the other two sectors. Concrete examples from the qualitative strand included assigning context-matched assessor teams, using calibration exercises to reduce variation in professional judgment, strengthening listening and developmental communication, providing continuous training, and creating 360-degree feedback from institutions, peers, and quality supervisors. The integrated interpretation is an "assurance-empathy asymmetry": stakeholders trusted assessors’ ethics and technical credibility, while relational and context-sensitive practice remained a latent vulnerability. The study contributes a three-part conception of vocational assessor competence and identifies feedback design as a mechanism for linking accountability with continuous improvement.

Keywords: external quality assurance; vocational education and training; assessor competence; SERVQUAL; stakeholder confidence; mixed methods; Thailand

Enhancing Learning Ecosystems to Improve Instructional Management in the Era of Artificial Intelligence in Primary Schools under the Office of the Basic Education Commission in the Highland Areas of Thailand

2026-07-03T10:20:26+07:00

Abstract

The research titled Enhancing Learning Ecosystems to Improve Instructional Management in the Era of Artificial Intelligence in Primary Schools under the Office of the Basic Education Commission in the Highland Areas of Thailand aimed to: (1) examine the level of enhancement of learning ecosystems to improve instructional management in the AI era in primary schools, and (2) compare the enhancement of learning ecosystems for instructional improvement in the AI era across schools categorized by size and geographic location. The sample comprised 354 primary schools selected through simple random sampling that were1,062 school administrators and teachers. The research instrument was a questionnaire dealing with enhancement of learning ecosystems, with a reliability coefficient of 0.99. Data analysis involved frequency, percentage, mean, standard deviation, ANOVA, and LSD test.

The research findings revealed that: (1) the overall level of enhancement of the learning ecosystem to improve instructional management in the era of artificial intelligence in primary schools, including all specific dimensions, was at a high level; and (2) there were no statistically significant differences in the enhancement of learning ecosystems based on school size. However, statistically significant differences at the 0.05 level were found among schools located in different geographic areas.

The findings suggest that educational policies should prioritize geographically differentiated support rather than school size when promoting AI-enabled learning ecosystems. Greater investment in digital infrastructure, teacher capacity development, and cross-sector partnerships is particularly needed in geographically disadvantaged areas to reduce educational disparities and strengthen equitable AI-supported instructional management

Keywords: Learning ecosystem, Instructional Management, Era of artificial intelligence, Primary education, Highlands of Thailand

External Quality Assurance Model Focus on Reducing Educational Inequality Under Area-Based Human Resource Constraint of Border Patrol Police Schools.pdf

2026-07-03T13:49:52+07:00

Abstract

The objective of this research was to develop an external quality assurance model focus on reducing educational inequality under area-based human resource constraint of Border Patrol Police Schools. The research and development methodology was employed. The model was drafted by synthesizing the results of the study on educational inequality and causal factors from Border Patrol Police schools. The accuracy and feasibility of the drafted model were validated by 9 experts. The practical feasibility and contextual acceptance were verified by 18 stakeholders, and the model was evaluated by 9 experts. The research instruments included a document synthesis form, questionnaires, in-depth interview guides, and an evaluation form based on the Joint Committee standards. Data were analyzed using mean, standard deviation, and content analysis. The research results revealed that the developed model consisted of 3 main components: 1) Introduction, which aimed to create educational equity and decentralization; 2) Content, which adjusted the role of evaluation towards spatial supplementary criteria and developmental coaching; and 3) Success Conditions from alliance networks. The evaluation of the model's quality across all aspects—accuracy, feasibility, propriety, utility, and accountability—was at the highest level (M = 4.60 - 4.93), which reflects that this model can be practically implemented to reduce the gap of educational inequality in remote areas sustainably.

Keywords: External Quality Assurance, Educational Inequality, Area-Based Management