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This study aims to analyze the identity components of graduates from the Faculty of Forestry at Kasetsart University using exploratory factor analysis and confirmatory factor analysis. Two sample groups were involved: Group 1 (400 individuals) for exploratory factor analysis and Group 2 (710 individuals) for confirmatory factor analysis. Both groups responded to a 5-point Likert scale questionnaire. The exploratory factor analysis results showed a strong Kaiser-Meyer-Olkin measure of .930 and Bartlett's Test of Sphericity with a chi-square value of 10437.275, 1770 degrees of freedom, and a significance level of .0001. Nine identity components were identified through factor rotation using the Varimax method: teamwork, commitment to task completion, application of knowledge, integrity towards oneself and others, adaptability to the environment, humility, willingness to help and share, non-egoism, and perseverance. The confirmatory factor analysis confirmed a good fit of the model to the observed data, indicated by indices such as p = 0.148, X[superscript 2]/df = 1.314, RMSEA = 0.02, GFI = 0.991, AGFI = 0.98, CFI = 0.998, and RMR = 0.097. Notably, "teamwork" had the highest standardized weight of 0.825, followed by "willingness to help and share" (0.749) and "commitment to task completion" (0.739). The standardized weights ranged from 0.825 to 0.636. All variables had statistically significant p-values, and the coefficients of determination (R[superscript 2]) ranged from 0.680 to 0.405 when measured by Square Multiple Correlation.

Thailand is facing the situation of changes in the automotive industry. Thailand is a base country for automobile production in the region, considered that Thailand has internal combustion engine expertise and leading to the electric vehicle industry therefore in order to get ready for such changes, Thailand has a policy to develop all aspects in electric vehicle including the manpower with both quantity and quality to feed into the vehicle industry by the Office of the Vocational Education Commission as the main agency for producing the country's vocational workforce. Office of the Vocational Education Commission received the policy and recognized the importance of such changes therefore the High Vocational Certificate programs in Mechanical Techniques and Electric Vehicle Techniques are offered. To meet the real needs of vehicle industry, vocational education colleges must co-operate with companies related to vehicle industry that have professionals to participate in teaching as the joint teachers to produce labor force according to the needs. The questions for research are about: current condition, needs, and how readiness affect competency of training teachers in the electric vehicle companies. First of all, this research was a qualitative study, using document analysis as an important research method to synthesize the conceptual framework of educational institution basic information together with the competence of training teachers in the electric vehicle workplaces. The next step was to study the current situations, needs and readiness affecting competency of teachers in the electric vehicle companies by using a questionnaire at the vocational education colleges offering high vocational certificate programs in Mechanical Techniques and Electric Vehicle Techniques in Thailand. It was found from a qualitative study that (i) there were both public and private vocational education colleges offering vocational certificate programs in Mechanical Techniques and Electric Vehicle Techniques altogether 18 out of a total of 874 institutions. The necessary competency required for teachers in the electric vehicle companies obtaining from the document synthesis had a total of 5 aspects namely Core competency, Technical competency, Management competency, Social competency, and Professional competency. (ii) there are The 5 aspects of necessary competency required for teachers in the electric vehicle companies sorting priority from high to low are: 1) Technical competency, 2) Core competency, 3) Professional competency, 4) Management competency, and 5) Social competency. [ABSTRACT FROM AUTHOR]