ปีที่ 1 ฉบับที่ 1 (2026): ONIJEd J O U R N A L

ONIJEd Journal
(ONESQA International Journal of Education Quality and Innovation)
Volume 1, Issue 1 (January - June 2026)

This journal was formerly published as the ONESQA Quality Assurance in Education Journal (OEJ) and has since been renamed the ONESQA International Journal of Education Quality and Innovation (ONIJEd Journal), preserving continuity with its predecessor while reflecting an expanding international scope.

This inaugural issue of Volume 1 (January–June 2026) presents six studies examining how external quality assurance (EQA) in Thai education can be rendered more responsive to institutional context, more equitable in outcome, and more effectively supported by emerging technologies. The contributions converge around three interrelated themes.

The first theme concerns the role of artificial intelligence in transforming quality assurance practice, from AI-enabled self-assessment analysis and predictive monitoring to persistent barriers such as infrastructure disparities, data-privacy concerns, and evaluators' AI-literacy gaps. A related study finds that the readiness of school-level learning ecosystems for AI-era instruction in highland primary schools tracks geographic location more closely than institutional size, favoring place-based over uniformly scaled policy support.

The second theme concerns accountability and outcomes-based frameworks. Drawing on mixed-methods research with basic-education stakeholders, one contribution proposes a four-component model-spanning policy, management, monitoring, and outcomes- for strengthening results-based accountability within EQA systems.

The third theme addresses equity and the tailoring of standards to underserved populations, arguing that special education schools serving children with intellectual disabilities require standards distinct from mainstream frameworks-emphasizing individualized learning management and family-inclusive support and proposing an EQA model calibrated to the human-resource constraints of Border Patrol Police Schools to narrow the educational gap in remote areas.

The issue concludes with an analysis of external quality assessors in Thai vocational education, revealing an “assurance-empathy asymmetry” in which stakeholders express confidence in assessors' technical competence while relational, context-sensitive practice remains comparatively underdeveloped-underscoring feedback design as a link between accountability and continuous improvement.

Taken together, these studies demonstrate that effective quality assurance is neither uniform nor purely technical, but requires continual calibration to the specific contexts of learners and institutions while remaining anchored in the shared principles of accountability, equity, and continuous improvement. It is hoped that the perspectives assembled here will inform scholarship and practice as Thailand's quality assurance system continues to evolve.

The Editorial Board