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. Journal of Green Learning has been indexed and archived by .
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The effectiveness of an innovative leadership development program for primary school administrators
The purpose of this research was tostudy the effectiveness of innovative leadership development program for primary school administrators. The research methodology can be summarized as follows: 1) the results of the effective implementation of the innovative leadership development program by selected 20 school administrators for the 2023 academic year, employing a specific selection process and voluntary participation development; 2) the results of the evaluation of the effective innovative leadership development program of school administrators in primary schools were evaluated by 9 experts and stakeholders. The statistics used in data analysis include percentage, mean, standard deviation, and the t-test statistics. The results showed that the participants had a higher development. They had the satisfaction of using the program in all aspects at the highest level.
Copyright (c) 2025 Yupadee Aekbua, Piangkae Poophayang, Terdsak Suphandee https://creativecommons.org/licenses/by-sa/4.0
The development of creativity-based learning activities to enhance theatrical production skills of Thai 7th graders
This study aimed to (1) develop creativity-based learning (CBL) activities to enhance grade 7 students’ skills in theatrical production design and management based on the 70/70 efficiency criterion; (2) compare the students’ performance in theatrical production design with the 70 percent proficiency benchmark after participating in the CBL activities; and (3) investigate the students’ satisfaction with the implemented CBL activities. The research employed a quasi-experimental design using a one-group posttest-only format. The sample consisted of 34 students from grade 7/3 at Thakhonyang Pittayakhom School, Maha Sarakham province, Thailand, during the second semester of the 2024 academic year. The sample was selected using cluster random sampling with the classroom as the sampling unit. The research instruments included: (1) creativity-based learning activity plans, (2) an evaluation form for theatrical production design and management, and (3) a student satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and hypothesis testing through a one-sample t-test. The findings revealed that the learning plans achieved an efficiency, students’ theatrical production scores were significantly higher than the benchmark, and overall satisfaction was rated at a high level. The study contributes to the growing body of research supporting the integration of creative pedagogies in subject areas where performance and design are central.
Copyright (c) 2025 Anucha Maneethip, Titiworada Polyiem https://creativecommons.org/licenses/by-sa/4.0
Developing a model for promoting media literacy skills for an aging society through family participation
This research project is on developing a media literacy model for the elderly with a focus on family participation. The study had three main objectives: (1) to examine the problems and needs of the elderly in Sang Tho Sub-district, (2) to develop a media literacy promotion model, and (3) to evaluate the quality of the model. The findings revealed that elderly individuals faced challenges using media platforms like Facebook and YouTube. These issues negatively affected their health and made them vulnerable to misinformation and online fraud. The researchers developed a media literacy model for the elderly with six main components: foundational principles, objectives, curriculum, learning activities, assessment, and a support system. The model integrates the Media and Information Literacy and Dialogue (MIDL) framework, adult learning theory, and participatory learning. It focuses on four key skills: access, analysis and evaluation, content creation, and application for transformation. The learning activities are based on the "SONGSOT" model, which includes seven steps: 1) Situation analysis, 2) Observe and question, 3) Navigate media, 4) Generate content, 5) Share and discuss, 6) Open mind, and 7) Transformer. The model received the highest quality rating from expert evaluations.
Copyright (c) 2025 Phiraya Tongchalerm, Pariya Pariput https://creativecommons.org/licenses/by-sa/4.0
Confirmatory factor analysis of spiritual leadership components in primary school administrators in Thailand
This study aims to examine the confirmatory factor of spiritual leadership among school administrators under the jurisdiction of the Office of the Basic Education Commission in Thailand. A quantitative research methodology was employed, utilizing Structural Equation Modeling (SEM) to validate the proposed model. The research process included identifying research questions, reviewing theoretical frameworks, developing the model, conducting statistical validation, and interpreting the results. Data were collected from 705 school administrators using structured questionnaires. A confirmatory factor analysis revealed that the proposed model demonstrated an excellent fit with the empirical data. The model fit indices met all conventional thresholds: Chi-square=0.146, degrees of freedom (df)=1, p-value=0.703, Chi-square/df=0.146 (< 2), Adjusted Goodness of Fit Index (AGFI)=0.999, Comparative Fit Index (CFI)= .000, Normed Fit Index (NFI)=1.000, Residual Mean Square (RMR)=0.001, and Root Mean Square Error of Approximation (RMSEA)=0.000. Analysis of the standardized factor loadings presented that the indicator vision had the highest loading value (0.79), indicating its primary role in embodying spiritual leadership, followed by trust (0.66), Hope (0.65), and faith (0.59). All indicators had loading values above the 0.50 threshold, confirming the convergent validity of the model. These findings validate the construct of spiritual leadership as comprising 4 key dimensions and affirm the model’s structural soundness for theoretical study and practical application in educational leadership.
Copyright (c) 2025 Khanchai Chottantitarasagul, Piangkae Poopayang, Sunan Siphai https://creativecommons.org/licenses/by-sa/4.0
Problems and needs in developing a program to enhance financial literacy for pre-service teachers
Financial literacy is increasingly vital in today’s complex economic context, pre-service teachers often lack the necessary skills to manage personal finances effectively. This study aimed to (1) examine the problems in developing programs to promote financial literacy among pre-service teachers, (2) identify the need for such programs, and (3) analyze the key components of financial literacy relevant to this group. A mixed-method approach was employed, combining qualitative interviews with financial experts and education professionals with quantitative surveys administered to pre-service teachers. Findings revealed significant gaps in financial management, particularly in budgeting, debt management, and saving strategies. Expert insights highlighted three problematic factors: insufficient financial literacy, undisciplined financial behavior, and inappropriate financial attitudes. The majority of participants were female (86.33%), aged around 20 years, with limited incomes (3,000–5,999 baht monthly) and high dependence on the Education Loan Fund (87.67%). The study identified financial knowledge, financial behavior, and financial attitudes as the core components for effective program design. Results emphasize the urgent need for structured, context-specific financial literacy curricula within teacher education programs, focusing on debt management, disciplined budgeting, and long-term financial planning. These findings provide a foundation for evidence-based interventions that can strengthen the financial capabilities for pre-service teachers.
Copyright (c) 2025 Sawettaporn Tangwancharoen, Piyaphat Nithitakkharanon https://creativecommons.org/licenses/by-sa/4.0