Section 4 Performance Results Based on Quality Criteria (Criterion 3 – Teaching and Learning Approach)

Criterion 3 – Teaching and Learning Approach

Criterion

Requirements

Quality level assessment

Result

3.1 The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.

Operational Result

The M.Ed.-LMS programme has a clearly articulated educational philosophy that underpins all its teaching and learning activities and is systematically communicated to all stakeholders through multiple channels.

Philosophy Statement

The programme’s educational philosophy is stated as: “Learning combined with practice in the real educational context will be the most authentic and beneficial learning for learners. It will create leaders in learning management science who can guide the teaching profession and apply the knowledge gained to develop real-world work.”
This philosophy is grounded in experiential and constructivist learning theory, asserting that the integration of theoretical knowledge with authentic professional practice constitutes the most meaningful form of graduate learning.
The philosophy is formally documented in the LMS Curriculum 2020 and the Revised LMS Curriculum 2025, positioning it as the foundational rationale for all programme design, teaching approach, and assessment decisions.

Communication to All Stakeholders

The educational philosophy is published on the Faculty of Education website (https://facultyofeducation.net) and the Graduate Programme website (https://drsuphak.wixsite.com/graduateschooledstic/copy-of-grad-dip-english), making it publicly accessible to prospective students, partner schools, employers, and the wider community.
The philosophy is presented verbally and in writing at the annual Orientation Session for each incoming student cohort, ensuring all students understand the philosophical basis of their programme from the outset.
It is embedded in all course syllabi through the teaching philosophy section, ensuring that every course instructor communicates the philosophy’s implications to students at the course level.
The PLO Summary Presentation (Gamma.app) and the Approved Curriculum Presentation to the University Council (27 February 2025) include the philosophy statement, confirming it has been formally communicated to institutional leadership and governance stakeholders.
External stakeholders — including partner schools, the Teacher Council of Thailand (Khurusapha), and PLC Center participants — are informed of the programme philosophy through placement orientation documents, network meetings, and the Faculty’s publicly accessible digital resources.

Reflection in Teaching and Learning Activities

The philosophy of learning through real-world practice is operationalised through the Work-Integrated Learning (WIL) component, in which students undertake supervised professional placements at partner schools. This is the most direct expression of the philosophy in the teaching and learning architecture.
Seminars are structured as practice-embedded reflection sessions, requiring students to connect theoretical course content to real professional challenges encountered in schools and educational settings.
Case-based learning, action research projects, and school-based inquiry tasks are employed across multiple courses to ensure that all learning activities are anchored in authentic educational contexts rather than abstract theory alone.
The e-Portfolio Assessment requires students to document how each learning experience — across courses and field placements — has contributed to their professional growth, reinforcing the philosophy’s emphasis on practice-connected, reflective learning.
The PLC Center for Strengthening (https://www.edtrsupsf.com) activities bring students into contact with practising teachers and school leaders, further embedding the philosophy of authentic, context-connected learning into the co-curricular dimension of the programme.

Evidence

Evidence ID	Evidence Name	Description / Source
3.1-1	LMS Curriculum 2025 — Educational Philosophy Section	Official programme document containing the formally approved educational philosophy statement. Available at the programme website.
3.1-2	Graduate Programme Website — Philosophy and Mission Page	Publicly accessible webpage communicating the programme philosophy to all external stakeholders. https://drsuphak.wixsite.com/graduateschooledstic/copy-of-grad-dip-english
3.1-3	Approved Curriculum Presentation to University Council (27 Feb 2025)	Institutional presentation including the philosophy statement, confirming communication to governance stakeholders. https://gamma.app/docs/The-Masters-Degree-Program-in-Learning-Management-Science
3.1-4	Orientation Session Minutes and Handout Package (Batches 2023–2025)	Records confirming that the educational philosophy was formally presented and distributed to incoming students at each annual orientation.
3.1-5	Course Syllabi Collection — Teaching Philosophy Section	All course syllabi contain a section communicating how the programme philosophy is reflected in that course’s teaching and learning approach.
3.1-6	WIL / Internship Programme Documentation	Documentation of the professional practicum component demonstrating how the philosophy of practice-integrated learning is operationalised as a core teaching activity. https://drsuphak.wixsite.com/graduateschooledstic/about-4
3.1-7	PLC Center Activity Reports (TRSU-PSF)	Records of PLC Center activities demonstrating how the philosophy of authentic, community-connected learning is reflected in the programme’s co-curricular teaching activities. https://www.edtrsupsf.com

3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process.

Operational Result

The M.Ed.-LMS programme deliberately designs its teaching and learning activities to cultivate student ownership of, and responsible participation in, the learning process — recognising that graduate-level professional education requires learners to be active, accountable contributors rather than passive recipients.

Student Responsibility in Seminar-Based Learning

Seminars are the primary teaching mode for most theoretical and applied courses. Students are required to prepare readings and materials in advance, lead seminar discussions on assigned topics, and contribute substantive, evidence-based arguments to group deliberations — placing direct responsibility on each student for the quality of collective learning.
The Semester Seminar system requires every student to present an integrated synthesis of their semester’s learning to a faculty panel and peer audience, demanding personal accountability for demonstrating understanding and growth.

Responsible Participation Through Research and Inquiry

Students are required to conduct original research as part of their thesis (Plan A) or independent study (Plan B), which demands self-directed problem identification, research design, data collection, and scholarly writing — all expressions of responsible, autonomous participation in the knowledge-building process.
Research workshops and research proposal seminars require students to present, defend, and refine their research plans before peers and advisors, fostering a culture of intellectual responsibility and academic integrity.

Self-Directed Learning and Academic Accountability

Each course syllabus specifies the student’s individual responsibilities regarding preparation, assignment submission, and participation standards. Students are required to complete independent reading, reflection, and task preparation outside contact hours, with clear assessment weightings for participation quality.
The e-Portfolio Assessment system places direct responsibility on the student to curate, organise, and reflect on evidence of their own learning across the programme, requiring ongoing self-assessment and self-direction that develops responsible learning habits.

Professional Responsibility in WIL Contexts

During the WIL professional practicum, students take direct responsibility for planning and delivering learning management activities in real school settings, under the supervision of experienced school-based mentors. This requires students to exercise professional judgment, respond to real learner needs, and reflect critically on their own performance.
Internship assessment rubrics include specific criteria for professional responsibility, punctuality, initiative, and the ability to manage one’s own professional conduct — embedding responsible participation as an assessable graduate attribute.

Google Classroom and LMS-TRSU Accountability

The use of Google Classroom for each cohort’s Monitoring Room and the LMS-TRSU platform (https://lms.trsu.ac.th) creates structured digital learning environments in which student participation, submission records, and engagement are trackable and form part of the learning accountability system.

Evidence

Evidence ID	Evidence Name	Description / Source
3.2-1	Course Syllabi — Participation and Responsibility Assessment Criteria	All course syllabi include explicit criteria for student participation responsibility, including preparation, discussion contribution, and assignment accountability.
3.2-2	Semester Seminar Guidelines and Evaluation Rubrics	Documents specifying student presentation responsibilities at end-of-semester seminars, including evaluation criteria for personal ownership of learning demonstrated.
3.2-3	Thesis and Independent Study Guidelines	Documents specifying student responsibilities in conducting and presenting original research as the capstone expression of responsible self-directed learning. Available at https://drsuphak.wixsite.com/graduateschooledstic/about-3
3.2-4	Portfolio Assessment Guideline — Self-Assessment and Reflection Requirements	Section of the e-portfolio guideline requiring students to self-assess and reflect on their learning, directly building responsible learner habits. Available at the programme website.
3.2-5	Internship Assessment Rubric — Professional Responsibility Criteria	WIL assessment rubric containing specific criteria for professional responsibility, initiative, and self-directed conduct during the practicum placement.
3.2-6	LMS-TRSU and Google Classroom Participation Records	Digital platform records showing student engagement, submission tracking, and participation accountability across all programme courses. https://lms.trsu.ac.th

3.3 The teaching and learning activities are shown to involve active learning by the students.

Operational Result

Active learning is the foundational pedagogical approach of the M.Ed.-LMS programme. Rather than relying on didactic knowledge transmission, the programme employs a diverse and purposeful set of active learning strategies across all courses and programme components.

Seminar and Discussion-Based Active Learning

All core and elective courses are delivered primarily through seminar formats in which students engage as active participants rather than passive listeners. Students are required to present, debate, question, and critique ideas in structured academic discussions facilitated by lecturers.
Peer learning groups and collaborative study activities are embedded in course designs, requiring students to co-construct understanding through dialogue and mutual challenge.

Problem-Based and Case-Based Learning

Multiple courses employ case-based learning in which students analyse complex real-world educational scenarios, diagnose problems, and develop evidence-based solutions. This requires active cognitive engagement rather than passive reception of information.
Action research tasks within courses require students to identify a professional problem in their own or an observed educational context, design an investigative approach, and present findings — exemplifying active, inquiry-driven learning.

Research as Active Learning

The thesis and independent study requirements position research as the highest form of active learning in the programme, demanding that students actively generate new knowledge rather than simply receive and reproduce existing knowledge.
Research proposal seminars, in which students present and defend their research designs before faculty and peers, are structured as active learning events requiring preparation, presentation, response, and revision.

Work-Integrated Learning as Active Learning

The WIL professional practicum is an extended, authentic active learning experience in which students design, implement, evaluate, and reflect on actual learning management activities in real school contexts. Students are not observers but active educational practitioners under supervision.
The STIC-Schools Network and U-Schools Mentoring activities (https://suphak1954.wixsite.com/mysite) involve students in active engagement with school communities, extending active learning beyond the classroom and into professional networks.

Technology-Enhanced Active Learning

The LMS-TRSU platform (https://lms.trsu.ac.th) supports active learning through online discussion forums, collaborative document spaces, and interactive assignment submission and feedback processes.
Students use digital tools — including Google Classroom, presentation platforms (Gamma.app, Canva), and research databases — to actively produce and share learning artefacts throughout the programme.
The e-Portfolio system is itself an active learning tool, requiring students to continuously curate, annotate, and reflect on their learning evidence rather than passively receiving assessment outcomes.

Co-Curricular Active Learning

PLC Centre sessions (https://www.edtrsupsf.com) involve students in collaborative professional learning communities with practising teachers and school leaders, providing active learning experiences beyond formal coursework.
Foundation Strengthening and Character Strengthening activities provide structured co-curricular active learning experiences that develop the professional characteristics of the PLO dimension.

Evidence

Evidence ID	Evidence Name	Description / Source
3.3-1	Course Syllabi — Active Learning Methods Section	All course syllabi specify the active learning methods employed, including seminars, case-based learning, group projects, and inquiry tasks.
3.3-2	Semester Seminar Records and Presentation Materials	Records of end-of-semester seminars at which students actively present, discuss, and defend their integrated learning.
3.3-3	WIL / Internship Documentation and Supervision Records	Documentation of the professional practicum as an extended active learning experience in authentic educational settings. https://drsuphak.wixsite.com/graduateschooledstic/about-4
3.3-4	LMS-TRSU Platform — Course Activity Records	Digital records of student active participation in online learning activities, discussion forums, and collaborative tasks. https://lms.trsu.ac.th
3.3-5	Research Proposal Seminar Records	Records of research proposal presentation sessions demonstrating active learning through inquiry design, peer critique, and academic defence.
3.3-6	PLC Center Participation Records (TRSU-PSF)	Records of student involvement in PLC Center activities as active co-learners alongside practising teachers. https://www.edtrsupsf.com
3.3-7	Student e-Portfolio Examples	Publicly accessible example portfolios demonstrating active learning artefacts produced by students across courses and field placements. https://drsuphak.wixsite.com/graduateschooledstic/about-7

3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning (e.g., commitment to critical inquiry, information-processing skills, and a willingness to experiment with new ideas and practices).

Operational Result

The M.Ed.-LMS programme explicitly designs its teaching and learning activities to develop not only subject knowledge and professional competency but also the metacognitive skills, critical inquiry habits, and intellectual dispositions that sustain lifelong learning in the teaching profession.

Developing Learning How to Learn

The programme’s educational research methodology courses teach students the systematic processes of inquiry, evidence evaluation, and knowledge validation — foundational metacognitive tools that are transferable to any professional learning challenge throughout the student’s career.
The thesis and independent study requirements require students to develop and demonstrate a complete, self-directed research cycle — from problem identification to knowledge synthesis and dissemination — equipping them with the process skills for independent knowledge-building beyond the programme.
Reflective practice is embedded as a structural requirement across multiple courses and in the e-Portfolio system. Students are required to critically examine their own assumptions, learning processes, and professional development trajectories, developing the habit of metacognitive self-monitoring that characterises lifelong learners.

Promoting Critical Inquiry

All seminar-based teaching activities require students to question, critique, and evaluate theoretical claims and professional practices rather than accept them uncritically. Faculty are required to model and scaffold critical inquiry as a professional disposition.
Journal clubs and reading seminars require students to engage with current scholarly literature, evaluating research quality, methodological rigour, and practical implications — developing habits of critical information processing applicable throughout professional life.
Students in both Plan A and Plan B are required to critically review existing literature in their area of study, developing systematic literature review skills that form the foundation of professional self-directed learning.

Information Processing and Digital Literacy

The programme’s ICT competency requirements, embedded in the Skills PLO dimension, ensure that students develop proficiency in accessing, evaluating, and using information from digital research databases, open educational resources, and professional networks.
Training in the use of academic databases and digital research tools is integrated into the research methodology curriculum, equipping students to independently access current knowledge throughout their careers.

Commitment to Lifelong Professional Learning

The PLC Center for Strengthening (https://www.edtrsupsf.com) models lifelong professional learning as an institutional practice, inviting students to participate alongside experienced teachers who are themselves engaged in continuous professional development.
The STIC-Schools Network and U-Schools Mentoring activities demonstrate to students that professional learning is a career-long, community-embedded practice rather than a programme-specific phase.
Graduate follow-up activities, including alumni events and continued participation in the Faculty’s professional learning network, extend the lifelong learning culture beyond graduation.
The Characteristics PLO dimension of the Revised Curriculum 2025 explicitly includes a lifelong learning disposition as a graduate attribute, ensuring that the commitment to continuous professional growth is assessed and not merely aspirational.

Evidence

Evidence ID	Evidence Name	Description / Source
3.4-1	Course Syllabi — Research Methodology and Critical Inquiry Courses	Syllabi for research methodology and related courses demonstrating how learning-how-to-learn competencies are formally taught and assessed.
3.4-2	Portfolio Assessment Guideline — Reflective Practice Requirements	Section specifying the reflective learning requirements embedded in the e-portfolio, developing metacognitive lifelong learning habits. Available at the programme website.
3.4-3	Thesis and Independent Study Guidelines	Documents demonstrating the self-directed research cycle required of all graduates as a lifelong learning competency. https://drsuphak.wixsite.com/graduateschooledstic/about-3
3.4-4	LMS Curriculum 2025 — Characteristics PLO Dimension	Curriculum document section specifying the lifelong learning disposition as an assessed graduate attribute in the Characteristics PLO dimension.
3.4-5	PLC Center Participation Records and Reports	Records demonstrating student involvement in community-based professional lifelong learning activities alongside practising teachers. https://www.edtrsupsf.com
3.4-6	Graduate Follow-Up Survey Report and Alumni Engagement Records	Annual reports documenting graduates’ continued professional learning engagement, providing evidence that the programme’s lifelong learning orientation transfers to professional practice.
3.4-7	ICT and Digital Literacy Integration Records (Course Materials)	Course materials and LMS activity records demonstrating ICT-based information processing skill development as a lifelong learning enabler. https://lms.trsu.ac.th

3.5 The teaching and learning activities are shown to inculcate in students new ideas, creative thought, innovation, and an entrepreneurial mindset.

Operational Result

The M.Ed.-LMS programme actively cultivates creative and innovative thinking in its students through purposefully designed teaching and learning activities that challenge conventional assumptions, reward original thinking, and develop the mindset of educational innovators and leaders.

Fostering New Ideas and Creative Thought

The programme’s philosophy of learning management science as a leadership discipline explicitly positions graduates as agents of educational change rather than implementers of received practice, establishing a foundational expectation that students will generate, not merely apply, new ideas.
Creative instructional design projects, embedded in the learning management and instructional design courses, require students to design original, evidence-based learning experiences for their target educational contexts — demanding creative problem-solving and inventive application of pedagogical theory.
Research seminars are structured to celebrate original research questions and novel conceptual frameworks, rewarding intellectual courage and the willingness to explore unconventional educational problems.

Innovation in Learning Management

The programme’s emphasis on technology-enhanced learning management provides a consistent arena for creative and innovative application. Students are required to design, prototype, and evaluate technology-integrated learning solutions relevant to their professional contexts — activities that inherently require innovative thinking.
The LMS-TRSU and Future document (https://drsuphak.wixsite.com/graduateschooledstic/about-5-1) articulates the programme’s vision for preparing graduates who are pioneers in learning management innovation in Thai education and beyond.
Guest lectures from innovative educational practitioners, school leaders, and technology specialists expose students to real-world models of creative and innovative professional practice in education.

Entrepreneurial Mindset

An entrepreneurial orientation in educational leadership — the ability to identify unmet learning needs, design responsive solutions, secure resources, and sustain educational improvement initiatives — is developed through the programme’s project-based learning activities and the school-based action research component.
The STIC-Schools Network and the U-Schools Mentoring Programme involve students in collaborative educational improvement projects with schools, providing authentic contexts in which students must exercise initiative, resourcefulness, and creative problem-solving to address real school development challenges.
Students are encouraged to conceptualise their thesis or independent study research around innovative educational solutions with practical applicability, fostering the habit of connecting original thinking to real-world value creation — a core dimension of the entrepreneurial mindset.

Creativity in Research and Scholarship

The programme’s research culture, nurtured through research workshops, thesis supervision, and the research seminar series, rewards methodological creativity and theoretical innovation, developing students’ confidence to propose and defend original scholarly contributions.
Students are required to present their research and project work using creative, professional-quality multimedia presentations (Gamma.app, Canva, PowerPoint), developing both communicative creativity and digital innovation skill.

Evidence

Evidence ID	Evidence Name	Description / Source
3.5-1	Instructional Design Course Syllabi and Project Briefs	Course syllabi and assignment briefs requiring students to design original, creative, and innovative learning management solutions as assessed learning activities.
3.5-2	LMS and the Future Document	Programme vision document articulating the expectation that graduates will be educational innovators and leaders. https://drsuphak.wixsite.com/graduateschooledstic/about-5-1
3.5-3	Student Research Seminar Presentations (Sample Collection)	Sample student research presentations demonstrating original, creative, and innovative research questions and conceptual frameworks developed through the programme.
3.5-4	Guest Lecture Records and Speaker Profiles	Records of guest lectures by innovative educational practitioners and school leaders, providing student exposure to real-world models of educational innovation.
3.5-5	STIC-Schools Network Project Records	Documentation of school improvement projects in which students exercised initiative, creative problem-solving, and entrepreneurial educational leadership. https://suphak1954.wixsite.com/mysite
3.5-6	Student Creative Presentation Portfolio (Gamma.app / Canva Examples)	Sample student multimedia presentations demonstrating creative communication and innovative professional expression developed through the programme’s teaching activities.
3.5-7	Thesis and Independent Study Titles and Abstracts	Collection of thesis and independent study titles and abstracts demonstrating the original, innovative, and creative nature of student-generated research within the programme.

3.6 The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.

Operational Result

The M.Ed.-LMS programme has an established, data-driven continuous improvement cycle for its teaching and learning processes, ensuring that they remain relevant to the evolving needs of the Thai education sector and aligned to the programme’s PLOs.

Established Improvement Procedure

The Programme Monitoring Calendar schedules an annual structured review of all teaching and learning processes, including assessment of teaching method effectiveness, student learning outcome achievement, and stakeholder satisfaction with the relevance of learning experiences.
The Faculty’s Internal Quality Assurance (IQA) system collects, analyses, and reports data on teaching and learning quality indicators at the end of each academic year. IQA findings are reviewed by the Faculty Quality Assurance Committee and trigger improvement actions where gaps are identified.
The Improvement Plan 2566–2568 (https://facultyofeducation.net/improvement-plan-2021/) documents specific, time-bound actions to improve teaching and learning processes based on IQA data, stakeholder feedback, and PLO attainment evidence, providing the implementation framework for continuous improvement.

Data Sources for Improvement

Student feedback on teaching and learning quality is collected through end-of-course evaluations and the annual student exit survey, providing course-level and programme-level data on pedagogical effectiveness and relevance.
Practicum supervisor feedback from partner schools provides external data on the practical relevance of the programme’s teaching and learning activities to real professional contexts, highlighting gaps between programme learning and workplace requirements.
Graduate follow-up survey data provides post-graduation evidence of whether the teaching and learning processes effectively prepared graduates for professional practice, informing both curriculum and pedagogical decisions.
Faculty peer review and observation processes, in which lecturers observe and provide feedback on each other’s teaching, support continuous professional improvement in pedagogical quality.

Alignment of Improvement Actions to PLOs

All improvement actions in teaching and learning processes are evaluated against the PLO–CLO Alignment Matrix to ensure that changes enhance rather than disrupt PLO attainment. Any proposed teaching method change is reviewed by the programme committee for its PLO impact before implementation.
The Revised Curriculum 2025, including its restructured teaching and learning approach, represents the most significant outcome of the continuous improvement cycle, responding to accumulated evidence of the need for stronger WIL integration, ICT-enhanced pedagogy, and more explicit PLO-aligned assessment.

Industry Relevance Maintenance

Continuous engagement with the PLC Center for Strengthening (https://www.edtrsupsf.com), the STIC-Schools Network (https://suphak1954.wixsite.com/mysite), and partner school networks ensures that teaching and learning processes reflect current professional practice in Thai schools, maintaining industry relevance between formal curriculum review cycles.
Invited practitioners from schools and educational organisations participate as guest lecturers, co-facilitators, and practicum supervisors, continuously infusing current professional knowledge into the programme’s teaching and learning environment.
The Faculty’s participation in the ONESQA Network (https://suphak3.wixsite.com/my-site-3) and engagement with national education policy developments ensures that teaching and learning improvements are responsive to the broader national educational landscape.

Evidence

Evidence ID	Evidence Name	Description / Source
3.6-1	Programme Monitoring Calendar	Annual schedule of teaching and learning process review activities, confirming that improvement is a structured, recurring institutional procedure. https://facultyofeducation.net/
3.6-2	IQA Annual Reports (AY 2560–2565)	Faculty Internal Quality Assurance reports providing the data basis for teaching and learning improvement actions. https://facultyofeducation.net/ (IQA Database section)
3.6-3	Improvement Plan 2566–2568	Faculty improvement plan specifying time-bound actions to improve teaching and learning processes based on IQA and stakeholder data. https://facultyofeducation.net/improvement-plan-2021/
3.6-4	End-of-Course Student Evaluation Reports	Course-level student feedback reports providing quantitative and qualitative data on teaching effectiveness and learning relevance, used to drive improvement actions.
3.6-5	Graduate Follow-Up Survey Reports (Annual)	Post-graduation data on the effectiveness of teaching and learning processes in preparing graduates for professional practice, informing continuous improvement.
3.6-6	Practicum Supervisor Feedback Reports	External practitioner feedback on the relevance of programme teaching to workplace requirements, providing industry-grounded improvement data.
3.6-7	Faculty Peer Teaching Review Records	Records of lecturer peer observation and review processes supporting continuous pedagogical quality improvement at the individual teaching level.

SOME OF THE COURSE SUBJECT EXAMPLES: TEACHING AND LEARNING APPROACH

Standard 3.1

The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.