International Journal of Social Sciences and Business Research

Student On-Campus Coffee Drinking Habits Among Post-Graduate Students in Thailand

2026-03-20T16:33:41+07:00

This study examines the coffee drinking habits of post-graduate students in an international program at a university in Thailand. With the increasing popularity of coffee culture among students worldwide, understanding coffee consumption on campus is important for its role in academic and social life. The research focuses on the frequency of coffee consumption, preferred locations, and the impact of coffee on study habits. A 15-item Likert scale questionnaire was administered to 20 post-graduate students to assess their coffee habits and its potential effect on productivity and social interactions. The results show that coffee consumption plays a significant role in both academic and social settings, with students reporting improved focus and relaxation as benefits. Some students, however, expressed concerns about the health risks associated with excessive coffee consumption.

Anxiety and Mental Health in English Learning among Chinese Students at a Thai Public University

2026-04-23T14:26:24+07:00

English learning anxiety is a widespread issue among students, often leading to psychological distress such as stress, low self-confidence, and fear of failure. This study examines the causes of English learning anxiety, its impact on academic performance and mental health, and strategies to reduce these effects. Based on survey responses from 60 students, the study identifies anxiety triggers such as communication apprehension, test anxiety, and social comparison. The findings suggest that a supportive learning environment, confidence-building exercises, and psychological interventions can reduce anxiety levels and improve students' English proficiency and overall well-being.

Navigating Language, Food, and Transportation: The Cross-Cultural Experiences of Chinese Students in Thailand

2026-04-23T14:27:51+07:00

This study explores the experiences of Chinese undergraduate students studying in Thailand, focusing on language barriers, food culture, and transportation issues. A total of 42 second-year Chinese students enrolled in a business program participated in semi-structured interviews. The findings indicate that students predominantly used Chinese within their social groups, with limited interaction in English or Thai, which affected both academic performance and social integration. Many students reported difficulties with vocabulary, grammar, pronunciation, and fluency, largely due to a lack of speaking practice in their English education in China. Regarding food, some students struggled with the taste of Thai cuisine, finding it either too sweet or too spicy, while others adapted and ate Thai food regularly. Additionally, while transportation was not a significant issue, the heat and distance for some students created minor discomforts. The study suggests that increased focus on language practice and cultural adaptation could improve the experience of Chinese students studying in Thailand.

Motivations for Chinese Students Enrolling in International Programs in Thailand

2026-04-23T14:28:27+07:00

This study explores the motivations and challenges faced by international students choosing Thailand as their study destination. A survey was conducted with 36 international students, using a structured questionnaire that assessed factors such as tuition costs, cultural experiences, academic reputation, and career goals. The results revealed that the most significant factors influencing students' decisions were affordability (80%), cultural immersion (75%), academic reputation (65%), and career opportunities (50%). Despite challenges like language barriers and cultural differences, most students reported satisfaction with the support provided by Thai universities, including language courses, cultural workshops, and counseling services. These findings highlight Thailand’s appeal as a study destination, offering a combination of affordable education, rich cultural experiences, and growing career prospects. The study underscores the importance of university support in helping international students navigate cultural adaptation and succeed academically. Further research is suggested to explore the long-term career outcomes of graduates and the specific support mechanisms that enhance international students' experiences in Thailand.

Perceptions of AI-Enhanced LMS in Smart Higher Education Administration

2026-04-08T17:06:40+07:00

This study explores the perceptions of Chinese postgraduate administrators regarding the integration of artificial intelligence (AI) and Learning Management Systems (LMS) within higher education administrative functions. The research was conducted with participants enrolled in an educational administration programme in Thailand, offering a cross-cultural perspective on digital transformation in higher education. A structured questionnaire measured perceptions across domains such as policy and governance, resource allocation, training and support, data security and ethics, administrative efficiency, and institutional readiness. The results reveal widespread agreement on the necessity of institutional policies, sufficient resources, and ethical frameworks for effective AI-LMS adoption. High mean scores across these domains indicate a strong conceptual endorsement of the potential benefits of AI-driven administrative systems. However, readiness scores were significantly lower, highlighting uncertainty about current institutional capacity to implement these technologies in practice. This contrast suggests a clear gap between perceived importance and actual preparedness for integration. The findings contribute to ongoing discussions about AI in education by emphasising the need for coordinated strategies that align policy, training, and ethical considerations with institutional capabilities. These insights can guide policymakers and educational leaders seeking to implement AI-enhanced administrative practices that are both effective and ethically grounded.

Risk-Aware but Unprepared: Business Students, AI-Assisted Writing, and Lessons from a Professional Verification Failure

2026-06-19T10:04:29+07:00

The integration of artificial intelligence tools into document preparation has created unprecedented opportunities and risks for business professionals and students. This study examines the educational implications of AI-assisted writing through a mixed-methods design combining a quantitative survey of 50 international business students with semi-structured interviews of 10 students, situated alongside a critical examination of a high-profile professional AI failure. Quantitative results show that students hold strong, internally consistent risk-aware perceptions of AI-generated legal business text (Risk Awareness subscale M = 4.27, α = .73, t(49) = 6.11, p < .001) and qualified trust in its utility (Trust/Substitution subscale M = 3.84, α = .78, t(49) = 3.14, p = .003), while general awareness of AI's capabilities remains only moderate (General AI Awareness subscale M = 3.47, α = .87, t(49) = 0.57, p = .571) and substantive reliance on AI for actual legal drafting is significantly and strongly avoided (Substantive Reliance subscale M = 2.27, α = .83, t(49) = −8.59, p < .001, d = −1.21). Interview data corroborate and explain this pattern: students report deliberate avoidance of AI for high-stakes drafting due to accuracy concerns, alongside near-total absence of structured instructor feedback on AI use. A parallel analysis of the January 2026 West Midlands Police case, in which AI-generated fabricated evidence informed operational policing decisions and precipitated institutional crisis, illustrates the real-world consequences of the verification failures that students' own risk-aware attitudes already anticipate. Together, these findings indicate that the central educational gap is not attitudinal but structural: students possess the disposition toward caution but lack the formal training and institutional feedback loops needed to convert that disposition into reliable verification practice. The paper proposes a framework for AI literacy education integrating technical competency, critical evaluation skill, ethical reasoning, and legal understanding, and argues that curricula must close this gap before students enter professional contexts where verification failures carry institutional, not merely academic, consequences.

Quantifying the Impact of Digital Transformation on Enterprise Development: Evidence from Chinese Listed Companies

2026-06-30T13:57:36+07:00

Digital transformation has become crucial for Chinese enterprises to optimize operating models, expand market share, and improve management efficiency. However, enterprises face significant challenges including slow technology updates, talent shortages, and incomplete data integration. Through data analysis of A-share listed companies, this paper examines digital transformation's contributions to comprehensive enterprise development, exploring core implementation problems and their causes. Based on China's macroeconomic environment and policy requirements, the research identifies specific implementation paths for optimizing digital transformation. Findings show that formulating sound corporate strategies, strengthening technology infrastructure, and recruiting data integration talent are key paths for Chinese enterprises to enhance management and operational efficiency through digital transformation.

International International Service Learning to Promote Quality Education and Sustainable Communities in Thailand

2026-04-23T14:22:15+07:00

Quality education and sustainable communities are central to achieving the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 and SDG 11. Higher education institutions are increasingly encouraged to contribute to these goals through innovative pedagogical approaches that combine academic learning with community engagement. This study examines an International Service Learning Program implemented in Thailand, designed to promote quality education and sustainability awareness through short-term international community engagement. Grounded in Service Learning Theory, Experiential Learning Theory, and Transformative Learning Theory, the program integrated participatory educational activities, sustainability workshops, and structured reflection over a three-day intensive period. A qualitative research design was employed, utilizing observations, student reflection journals, focus group discussions, and community feedback. The findings indicate enhanced educational engagement among community participants, increased sustainability awareness, strengthened community–university partnerships, and significant development of global competence and reflective capacity among students. The integration of theoretical frameworks provides insight into how short-term international service learning can generate meaningful educational and social outcomes when designed with participatory, experiential, and reflective principles. The study concludes that international service learning programs, even with limited duration, can effectively contribute to quality education and sustainable community development while fostering transformative learning experiences for students.
Keywords: international service learning; experiential learning; transformative learning; quality education; SDGs

Modern Education and Social Dynamics: Internationalisation, Technology, and Community Development

2026-07-01T20:31:34+07:00

Thailand has become one of Southeast Asia's more consequential meeting points between global higher education and local social change. This editorial introduces Volume 2, Issue 1 of the International Journal of Social Sciences and Business Research, and reads its contributions through a single organising idea: that contemporary education and social dynamics are best understood together rather than apart. Three pillars structure the argument — the internationalisation of higher education and the cross-cultural experience it produces, the integration of digital and artificial-intelligence technologies into teaching and administration, and the evolving social and consumer dynamics of an ageing, digitally connected society. Each pillar is represented by empirical work in this issue, and each converges on Thailand as an educational hub. Taken together, the studies suggest that internationalisation, technology, and community development are not parallel trends but mutually conditioning forces, and that the most pressing questions for educators and policymakers concern the connections between them rather than any one in isolation.