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This study was conducted through a mixed-methods approach to determine whether implementing online collaborative learning (OCL) strategies in English-speaking classes had an effect on developing English-speaking skills and exploring the opinions of Myanmar migrant students in Thailand. A purposive sample group of 20 participants was chosen from the estimated 250 enrollments in the third semester of 2023 at the Bawaalin Myanmar Vocational Training Center in Thailand. The sample group was taught through OCL settings for a month. Its effectiveness was assessed using the three data collection instruments. The quantitative data acquired from English-speaking skills tests were evaluated using a paired sample t-test based on the mean, standard deviation, and significant value. The examination of the English-speaking skills test score revealed a significant mean difference of 14.14 (35.34%) between the pretest mean ([mu] = 13.50) and the posttest mean ([mu] = 27.64). The significance value was 0.000. The students' opinion questionnaires had a result of [alpha].90, indicating the excellent level of their opinions toward the method. The qualitative data obtained from a one-on-one student's opinion interview revealed that online collaborative learning has a positive impact on the overall opinions of Myanmar migrant students. The findings demonstrated that the English-speaking skills of Myanmar migrant students were developed, and their opinions toward the applied method were also at a high level. Therefore, online collaborative learning was strongly recommended for making a choice forteaching all subjects and skills in order to attain similar goals.

This study proposes a new model for integrating the protection motivation theory (PMT) with the technology acceptance model (TAM) to explore factors affecting students' intention to attend e-learning courses during the COVID-19 pandemic. A total of 432 valid responses to an online questionnaire were received from freshmen students studying in universities in Vietnam and Taiwan. Structural equation modeling was used to evaluate the proposed research model and test the hypotheses, and model evaluation reflected a good fit between the data and the proposed research model. Differences between perceived vulnerability, perceived severity, and intention to take e-learning courses across two countries were also established, suggesting that both the TAM and the PMT should be considered for use in studies related to technology adoption in the pandemic context. The factors influencing students' intentions to take online courses can be quite varied when different educational settings are considered; therefore, a more contextual understanding of students' e-learning intentions during pandemic times should be carefully examined. Suggestions for governments and policy makers are also proposed.

Based on well-known concepts, including organizational creativity, inclusive leadership theories as well as the input-process-output and its extended version, the current study investigated the effects an inclusive leadership style had on creative teaching through the mediating roles of intra-school knowledge sharing and innovative climate. A questionnaire using a convenience sampling method was conducted among 490 high school teachers in Vietnam, with a return rate of 95.5% (468 respondents) and 446 valid datasets for purposes of analysis. The study indicated that an inclusive leadership style has a positive effect on knowledge sharing, innovative climate, and creative teaching. The mediating role of knowledge sharing and innovative climate were also established in relation to inclusive leadership style and creative teaching. Theoretical and practical implications from our research include recommendations for governments, educators, and policymakers.

This study focused on evaluating the project on vocational training for rural laborers in Vietnam with respect to its effectiveness in employment creation and poverty reduction among rural laborers. The investigation took the form of a case study; official policy statistics, a survey of 300 project participants and interviews with eight vocational teachers were collected to triangulate the data. Our findings found that while the project met its initial objectives of increasing the trained laborer rate, creating jobs, and reducing poverty, Vietnam's traditional culture in addition to a lack of funding and vocational training poses potential obstacles to further increases in rural laborers' income and industrial transformation. In contrast to previous work, this study incorporated multidimensional poverty criteria with three sources of data from different stakeholders' perspectives to provide a more comprehensive and realistic picture of the long-term poverty reduction effect of the vocational training policy. Further implication for policy practice and policy evaluation method were discussed.