The Relationship of Social Integration and Personal Development among University Students in Thailand

Social integration is a key component of the goals of higher education. Personal growth is often a result of pursuing higher education. The purpose of this study was to investigate the students' perceptions of social integration and personal growth. A cross-sectional survey design using a sample of 129 students revealed that the students have a low perception of their social integration while having a moderately high perception of their personal growth. There was no difference in perception of the variables of this study when comparisons were made by class level, gender, or major. A weak correlation was found between social integration and personal growth (n = 124, r = .20, p < 0.05).Keywords: personal Development, university students, social integratio

Teachers’ Strategies in Integrating Faith and Learning at Faith-Based Institutions of Higher Education in Asia

Even though the concept of integrating faith and learning in the classroom is not only well-known but highly encouraged in Adventist educational institutions, observation shows that there are teachers who struggle to implement this effectively in their classrooms. One possible reason for the difficulty is the lack of knowledge regarding the various strategies that can be used in this area. As such, this study was conducted to discover practical strategies that teachers used in integrating faith and learning. The findings of this study can be useful to those who may want to know what real-life strategies other teachers used in integrating faith and learning. Purposive sampling was used in this study to ensure that participants would inform the research question. The participants of this study were 14 teachers who taught at four faith-based institutions in Thailand, Myanmar, and Taiwan. The participants’ average length of teaching experience is 11 years. The interview was the main method for generating the data, which were coded. The codes were analyzed through thematic analysis. This study found that participants employed various strategies in integrating faith and learning. The most common ones were illustrative, experiential, and contextual. Conceptual strategies were the least used. Keywords: Faith, Integration, Learning, Faith-based institution of higher education

Culturally Diverse Teaching Competence Of Teachers As Perceived By Students At An International University In Thailand

As higher education institutions deal with the increase of international students, teachers areincreasingly concerned with the potential challenges in dealing with teaching and learning ina culturally diverse classroom. The purpose of this study is to examine the level of culturallydiverse teaching competence of teachers in international higher education institutions. Thecultural diverse teaching competence is measured based on the five dimensions typology ofmulticultural education. They are awareness, relationship, instruction, respect, and prejudice.A cross-sectional survey design was employed with a sample of 241 participants was takenfrom a university located in Thailand. The results of the students thought that teachers weremost competent at building respect for diversity and that teachers were least competent atgeneral cultural awareness and combating prejudice. In addition, the majority of studentscome from single cultural and become more multicultural as they progress through school.Lastly, there were differences in cultural competence when comparisons were made byfaculty

Teachers’ Strategies in Integrating Faith and Learning at Faith-based Institutions of Higher Education in Asia

Even though the concept of integrating faith and learning in the classroom is not only well-known but highly encouraged in Adventist educational institutions, observation shows that there are teachers who struggle to implement this effectively in their classrooms. One possible reason for the difficulty is the lack of knowledge regarding the various strategies that can be used in this area. As such, this study was conducted to discover practical strategies that teachers used in integrating faith and learning. The findings of this study can be useful to those who may want to know what real-life strategies other teachers used in integrating faith and learning. Purposive sampling was used in this study to ensure that participants would inform the research question. The participants of this study were 13 teachers who taught at four faith-based institutions in Thailand, Myanmar, and Taiwan. The participants’ average length of teaching experience is 11 years. The interview was the main method for generating the data, which were coded. The codes were analyzed through thematic analysis. This study found that participants employed various strategies in integrating faith and learning. The most common ones were illustrative, experiential, and contextual. Conceptual strategies were the least used. Keywords: Faith, Integration, Learning, Faith-based institution of higher education, Teacher