Journal of Green Learning is a multidisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers, teachers, educators, and educational policy makers. This journal aims to provide a forum for scholarly understanding of the field of education and relevance of educational topics, including curriculum development, instructional practices, instructional medias, technology for education, education research and methods, educational administration, and other areas which relevant to education, etc. Journal of Green Learning is published by Gemilang Maju Publikasi Ilmiah (GMPI). Journal of Green Learning has e-ISSN 2807-890X. Journal of Green Learning has become a Crossref member since year 2021 with prefix 10.53889. Therefore, all articles published by Journal of Green Learning will have unique DOI numbers since Vol. 1, No. 1. Journal of Green Learning Uses Anti-Plagiarism Software "Turnitin" to check the authenticity article. Journal of Green Learning has been accredited at the 4th grade by the Ministry of Education, Culture, Research, and Technology of Republic of Indonesia since the first issue in Vol.1, No.1, 2021 according to the decision No. 152/E/KPT/2023.and it has been reacredited at the 3rd grade by the Ministry of Higher Education, Science, and Technology of Republic of Indonesia since Vol.4, No.2, 2024 until Vol.9, No.1, 2029 according to the decision No. 295/C/C3/KPT/2026. Journal of Green Learning has been indexed and archived by .
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Confirmatory factor analysis model of agile leadership for school administrations in secondary level under the local administrative organization
This study aimed to examine and validate the structural components of agile leadership among secondary school administrators under local administrative organizations. The sample consisted of 286 administrators and teachers selected through multi-stage sampling to ensure representation across school contexts. A five-point Likert scale questionnaire with high reliability (α = 0.962) was employed, and data were analyzed using descriptive statistics and first-order confirmatory factor analysis (CFA). The findings revealed that all five components of agile leadership were rated at a very high level, arranged alphabetically as follows: adaptation, collaboration, flexibility, learning orientation, and team management. The CFA results indicated that the proposed measurement model demonstrated an excellent fit with the empirical data (χ² = 7.041, χ²/df = 1.760, df = 4, p = 0.134, AGFI = 0.964, CFI = 0.998, NFI = 0.995, RMR = 0.005, RMSEA = 0.052). These results confirm the construct validity of agile leadership as a multidimensional competency essential for administrators operating in dynamic and complex educational environments and provide a validated framework to inform leadership development and policy implementation.
Copyright (c) 2026 Ritthichai Wisetchat, Piangkae Poophayang, Sirisak Ardwichai https://creativecommons.org/licenses/by-sa/4.0
Community-based student support system for improving primary education quality
This research and development study aimed to: (1) examine current and desired conditions and priority needs for developing a community-based student support system in primary schools; (2) develop and validate the proposed model; (3) examine the effects of model implementation on teachers’ knowledge and supervisory practices; and (4) evaluate the model’s feasibility and usefulness from stakeholders’ perspectives.The study was conducted in four phases. Phase 1 involved a needs assessment with 387 stakeholders. The findings indicated moderate current conditions and high desired conditions, with systematic student data management identified as the highest priority need. Phase 2 focused on model development and expert validation. The model received high to highest ratings for accuracy and appropriateness. Phase 3 implementation with 30 teachers revealed that posttest scores were significantly higher than pretest scores at the .05 level (p < .001). Teachers’ supervisory-related behaviors were rated at the highest level, and stakeholder satisfaction was high level. Phase 4 evaluation confirmed high feasibility and usefulness. The findings demonstrate that the developed model is conceptually sound, practically feasible, and effective in strengthening community-based student support mechanisms in primary education.
Copyright (c) 2026 Urai Kangkorn, Piangkae Poophayang, Terdsak Suphundee https://creativecommons.org/licenses/by-sa/4.0
Validating hybrid training curriculum for primary science teachers: Ubon Ratchathani Geopark study
Science education is essential for helping young students develop science literacy. The study used geopark as a learning resource to get students excited about science. This study develops and validates a training curriculum for primary science teachers by employing the geology course, Ubon Ratchathani Geopark. The findings revealed that the program consisted of 4 modules and it has potential for use in the fields of science education and ecotourism. Students of both Thai and English may benefit emphasizing on scientific communication through junior guides' practices. In this course, teachers can create learning management systems by utilizing geopark resources as real-world media and develop virtual representations. Consequently, the Ubon Ratchathani Geopark serves as the primary location for the integration of information for students who have gained their knowledge through hands-on and mind-on experiences in a natural classroom.
Copyright (c) 2026 Chanarak Vetsawat, Natthitaporn Chatree, Piyaphat Nithitakkharanon https://creativecommons.org/licenses/by-sa/4.0
Developing think-pair-share learning activities to enhance grade 3 students’ academic achievement on mixed operations of addition, subtraction, multiplication, and division
Primary students’ understanding of mixed arithmetic operations is essential for building foundational mathematical competence, and cooperative learning strategies such as think–pair–share (TPS) may enhance both conceptual understanding and classroom engagement. The purposes of this study were to (1) develop think–pair–share learning management plans based on the 70/70 efficiency criterion, (2) compare grade 3 students’ academic achievement before and after the intervention, and (3) examine students’ satisfaction with the learning activities. The participants were 19 of grade 3 students selected through cluster random sampling from a primary school in Roi Et Province, Thailand. The instruments included 13 TPS learning management plans, a 20-item mathematics achievement test, and a 15-item student satisfaction questionnaire. The data were analyzed using efficiency analysis, descriptive statistics, and dependent t-test. The results showed that the instructional plans achieved an efficiency of 72.86/76.60, students’ posttest scores were significantly higher than pretest scores with a very large effect size, and overall student satisfaction was at a very high level. This study contributes empirical evidence supporting the effectiveness of structured cooperative learning in enhancing primary mathematics achievement.
Copyright (c) 2026 Teerada Chaisena, Titiworada Polyiem https://creativecommons.org/licenses/by-sa/4.0
Book Review: Connected intelligence: Transforming education and energy with big data, cloud connectors, and artificial intelligence
Annapareddy (2025), the author explains the transformative impact of emerging digital technologies on contemporary society, particularly in the fields of education and energy management. The book presents the concept of connected intelligence in which refers to the integration of artificial intelligence, big data, cloud computing, and interconnected digital infrastructures to support intelligent decision-makingand sustainable education development. The book presents the growing role of artificial intelligence and big data in education. The educational institutions are increasingly adopting data-driven approaches to improve teaching, learning, and administrative processes in all sectors. AI-powered learning systems can provide personalized learning by adapting contemporary contents, learning assessments, and learning pathways to individual needs. Furthermore, the cloud technologies enable scalable and flexible learning environments, supporting online education, collaborative learning, and real-time access to educational resources.
Copyright (c) 2026 Prasart Nuangchalerm https://creativecommons.org/licenses/by-sa/4.0