A Confirmatory Factor Analysis Model of Academic Service-Learning Principles Used in The Institute of Vocational Education in Thailand, authored by Chantana Potikruprasert, Pariyaporn Tungkunanan, and Siripan Choomnoom, presents a statistically grounded investigation into the structure and validity of academic service-learning principles as practised within the Institute of Vocational Education (IVE), Bangkok — an institution whose community engagement mission is enshrined in Thailand’s Vocational Education Act B.E. 2551. Situated within the broader national agenda of Thailand 4.0 and the philosophy of sufficiency economy, the study draws on a sample of 384 stakeholders — including institute directors, college directors, teachers, and enterprise representatives — and employs Confirmatory Factor Analysis (CFA) to empirically validate a five-factor model of academic service quality derived from foundational service-learning theory. The analysis confirms five core principles — trustworthiness, confidence, instant response, regard, and objectiveness — with high factor loadings of 0.84, 0.92, 0.90, 0.92, and 0.89 respectively, all statistically significant at the .05 level, and an overall model fit that closely aligns with observed data (GFI = 0.99, AGFI = 0.98, RMSEA = 0.03). The findings underscore that instilling confidence in service recipients and demonstrating genuine regard are the most critical dimensions of effective academic service delivery, and offer vocational education institutions a validated, evidence-based framework for designing and evaluating community service-learning programmes that are both quality-assured and socially impactful.
