Teaching and learning in the 21st century is not as focused on lecture notes as in the past. Students must listen to the teacher and answer exactly as the teacher teaches but emphasizes as the instructor is a coach or a facilitator is not a teacher that teaches only and must be organized Learning for change (Transformative Learning) is learning to make changes within oneself including worldview affective attributes cognitive attributes and behaviors (psychomotor attributes) is to change dramatically complete in all aspects it is a change known as the Holistic Change” (Thitirat Raksasri 2019). Learning with digital technology is considered a learning style suitable for the new generation. Because it is a model that can use technology to be useful in teaching and learning both inside and outside the classroom. Result in new learning styles such as massive open online courses (MOOCs) or other learning channels such as video computer games social media and audio media (OKMD 2019). It is therefore a good opportunity for students to be able to choose a learning style that is suitable for themselves. According to a study by Jiratan Prayaruwong (2019). It was found that learning English using digital media technology allows learners to develop and develop proficiency in English. It can be used to study and search for knowledge and information by oneself in the 21st century and achieve complete and effective lifelong learning skills. Therefore teaching and learning English integrated with digital technology and practical training it is a suitable idea for the development of English communication skills of Thai youth in the 21st century and in line with the education reform policy the national strategy for the development and enhancement of human resource capacity of Thailand at present (Nattaphon Teepsuwan 2019).

It is a must for Thai citizens in this digital era to be able to absorb internationalization skills to survive in the connected world. The study entitled The development of a 3D application for teaching English with integrated digital technology and practical training aims to develop a 3D application for integrated English teaching with digital technology and practical training. Academic literature about 3D application systems the achievability of problems and instructional system design frameworks were reviewed. Additionally in- depth interviews were conducted with 10 key informants using a snowballing technique. The informants were English-teaching experts teachers and social science students. The main findings from the in- depth interviews revealed that most participants did not use HMD VR to learn and practice English language skills while traditional styled teaching was used more often. There had not been much technology-integrated learning compared to language- related games and applications were used. Moreover VR was not applied much to English learning. Accordingly with the devices of Unity Oculus Blender and C# language the development of 3D applications for teaching English with practical training has been developed as an appropriate and optional tool for Thai students with an educational opportunity in English communicative skill practice in the virtual world and accessibility to the useful technology.

The purposes of this research were to investigate and present the component of digital platform to support financial transactions for the elderly. The data were collected using questionnaires which aimed to collect the data from 385 elderly. The collected data were analyzed by Exploratory factor analysis Elements are extracted using parent element method and orthogonally rotated element axis with Varimax method. The findings of the data analysis indicate that digital platform to support financial transactions for the elderly. The eigen values were in the range of 1.48 to 16.75. The sum of squared loading cumulative ware 64.30. There were four factors: 1) Digital Platform Features 2) Security for digital platforms 3) Conducive to physical performance of the elderly and 4) Types of digital platform service usage.

The purposes of this quantitative research are (1) to study factors affect the digital-era job performance of accountants; (2) to study the use of technology in accounting work and the satisfaction of accountants by applying appropriate tools and technology and; to study the digital-era professional competence of accountants. The research instrument is a questionnaire which was used to collect data from accounting managers of the listed and non-listed companies approved by the Securities and Exchange Commission; auditing firms; and accounting firms in 2020. The results reveal 33 variables consisting of five components which are (1) professional development (2) technical competence (3) employee engagement (4) organizational and communication and (5) professional attitudes and ethics. Objective one all five components were analyzed by the multiple regression analysis to find the correlation with the variables of digital-era job performance of professional accountants (p < 0.05). The results show positive relationship of (1) professional development; (2) the technical competence; (3) the employee engagement; (4) the organizational and communication and; (5) the professional attitudes and ethics to high digital-era job performance of accountants (p < 0.05). In addition the most accounting managers have a high level of satisfaction by adopting tools and technology. Finally they have a high expectation of professional competencies in the technical competence; the professional attitudes and ethics; the professional skill interpersonal and communication and organizational.

The objective of this research was to study information behavior in digital environment of students from Rajamangala University of Technology Phra Nakhon. The sample was 387 undergraduate students from Rajamangala University of Technology Phra Nakhon in the academic year 2019. The research tool was a questionnaire. The results of the research were that the students aimed to find supplementary information for extra work do report and research or project respectively. Students had the process of searching for information in the following order : specify the topic; select or organize the information; survey information and resources; search information link and follow up with new information. Most information behavior of students was searching from the websites such as Google Yahoo and using link points on search engines like Google Yahoo etc. Method for assessing information that students used the most was complete content and reliable information. Method for keeping track of information that students used the most was from social media such as Weblog Facebook YouTube. The information format that students used the most were pictures. And the action after obtaining the information that students used the most was validation and completeness of the content.