The workshop was designed to promote learning in Coding, Robotics, and Technology through hands-on and challenge-based learning experiences. Students were guided through a progressive learning process, from learning the fundamentals of micro:bit and programming to designing, building, testing, and operating robots to complete assigned missions.

The program began with “Motivation and Inspiration Technology”, followed by Module 1: Introduction to micro:bit and Expansion Boards. Students were introduced to the micro:bit board, its functions, and Expansion Boards. They practiced basic programming commands for controlling connected devices, including LED displays, and learned how to upload code to the board. This provided a foundation for applying programming concepts to robotic systems.

The students then participated in Module 2: Programming for Robot Drive Systems, where they learned how to connect a drive system to an Expansion Board and develop programs to control robot movement using micro:bit. The module also introduced radio-based control, allowing students to develop both a remote controller and a signal receiver for the robot. Through this process, students could understand the connection between programming, electronic components, and robotic control in a practical context.

The learning experience continued with Module 3: Building the Robot, in which students designed and customized their robots and tested their movement using micro:bit-based controls. Students were encouraged to experiment with their designs, identify problems, test solutions, and improve their creations through an iterative process.

The workshop culminated in Module 4: Mission Challenge – Robot War, where students applied the knowledge and skills they had developed throughout the workshop to complete practical missions. The challenge encouraged students to plan strategies, make decisions, work collaboratively, and apply programming and robotic control skills to achieve specific goals.

Throughout the workshop, students worked in small groups with guidance from the instructional team, comprising Dr. Phongphatai Kitroongrojjanaporn, Mr. Namchok Khunmuenwong, and Ms. Jiraporn Karaket. The facilitators provided continuous support and guidance, enabling students to learn through experimentation, teamwork, and hands-on creation.

The workshop concluded with a Closing Section: Debrief, Reflect, and Expanded Knowledge, where students reviewed their learning, reflected on their experiences, and explored how programming knowledge could be further applied to Robotics and everyday life. The activity concluded with the presentation of prizes, souvenirs, and certificates to celebrate students’ participation and achievements.

The STEM & Robotics Camp: Robot War reflects the contribution of the Institute for Innovative Learning, Mahidol University, in translating its expertise in educational technology, STEM, Coding, and Robotics into meaningful learning experiences for young learners. Through hands-on and challenge-based approaches, IL connects theoretical knowledge with practical application and provides learners with opportunities to actively create, experiment, and solve problems.

From an impact perspective, the workshop contributes to the development of essential future-ready skills, including computational thinking, systematic thinking, problem-solving, design thinking, experimentation, collaboration, and decision-making. These skills are developed not only through instruction but through an iterative process of designing, testing, identifying errors, and improving solutions.

More importantly, the program goes beyond teaching students how to code or build robots. It aims to foster an innovator mindset by encouraging learners to learn through action, embrace challenges, learn from mistakes, and continuously improve their solutions. This approach reflects IL’s commitment to bringing learning innovation into real-world contexts and empowering learners with the knowledge, skills, and mindset needed to thrive in a rapidly changing digital world.

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The activity was designed to promote hands-on learning and strengthen students’ competencies in STEM Education, Programming, and Robotics, providing them with opportunities to connect scientific and technological knowledge with practical applications.

The workshop was developed around the theme “Robot War: Drive System, Motors and Radio Communication via micro:bit.” Students explored the fundamentals of micro:bit and Expansion Boards, practiced programming basic functions, and learned how to connect and control motors and robotic drive systems. They also explored radio communication between micro:bit boards, providing an essential foundation for developing robotic control systems.

The learning process began with an introduction to the micro:bit board and its functions. Students practiced basic programming commands, including LED display functions and other onboard features, before progressing to the use of Expansion Boards and the integration of drive systems with the micro:bit.

Students then developed programs to control robotic movement and experimented with radio communication, including the creation of a remote controller and a signal receiver installed on the robot. Through hands-on experimentation, students gained a clearer understanding of how programming, electronics, communication systems, and mechanical movement work together within a robotic system.

In the afternoon session, students engaged in the “Design, Build and Improve” process. Working in teams, they designed and built their own robots, including structural design, assembly, decoration, and testing of the drive system. They then refined their designs and applied their knowledge to complete the assigned challenges before participating in the Robot War activity.

The workshop was conducted by a team of instructors, including Dr. Pongpatai Kijrungrojanaporn, Mr. Namchok Khunmuenwong, Mr. Patcharasit Pijaroen, and Mr. Pattanapong Khonthiang, who provided guidance and support throughout the learning process. Particular emphasis was placed on teamwork, communication, systematic thinking, problem-solving, and learning through experimentation and iteration.

Beyond technical knowledge, the Robot War activity was designed to develop essential 21st-century skills, including creative thinking, systems thinking, problem-solving, collaboration, and the ability to evaluate and improve ideas based on testing and evidence. These competencies are increasingly important for learners preparing to navigate a rapidly changing technology-driven world.

The activity reflects the Contribution of the Institute for Innovative Learning, Mahidol University, in bringing together expertise in STEM Education, Learning Innovation, Programming, Robotics, and Experiential Learning to create meaningful learning experiences for young learners. Through hands-on activities, IL provides opportunities for students to transform scientific and technological knowledge into practical solutions and innovative creations.

The Impact of the activity extends beyond building a robot or learning programming skills. It aims to cultivate an innovation-oriented mindset through the iterative learning cycle of learning, designing, building, testing, analyzing, and improving. These experiences can help students develop transferable approaches to problem-solving that can be applied to real-world challenges in the future.

This initiative represents another important contribution of the Institute for Innovative Learning in “bringing knowledge into action and creating meaningful change.” By providing engaging STEM and Robotics learning experiences, IL helps spark young people’s curiosity, strengthen their potential, and lay the foundation for them to become future creators, innovators, and technology leaders.

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The workshop was organized by the Samut Sakhon Provincial Education Office as part of the Project for Monitoring Progress toward the Sustainable Development Goal 4 (SDG4) in Education and Developing an SDG4 Education Database for Fiscal Year 2026, as well as the Project for Driving Educational Management at the Regional and Lower Central Provinces Cluster 2 Levels for Fiscal Year 2026 in Samut Sakhon Province. The activities aimed to promote collaboration and knowledge exchange among relevant educational stakeholders and develop approaches to educational management aligned with sustainable education development goals.

During his presentation, Dr. Pongpatai shared approaches to applying learning processes and creative robotics innovation skills to support learner development and future-oriented education. He also exchanged perspectives on ways to scale up knowledge and learning processes related to robotics and apply them within school contexts and local educational development.

Dr. Pongpatai’s participation reflects the role of the Institute for Innovative Learning, Mahidol University, in bringing its expertise in Learning Innovation, Educational Technology, and learning design to support the development of learners and educational personnel, while fostering knowledge exchange and collaboration with educational organizations at the local level.

The collaboration also demonstrates the Institute’s contribution to connecting university-based knowledge with practical educational development, particularly in promoting robotics skills, innovation, and creative learning. These approaches can be further adapted to enhance learning experiences and support the advancement of Sustainable Development Goal 4 (SDG4): Quality Education at the local level.

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The program was designed to strengthen students’ competencies in Science, Technology, Engineering, and Mathematics (STEM) through hands-on learning, experimentation, observation, analytical thinking, and problem-solving. The activities enabled students to connect scientific knowledge with practical challenges and real-life contexts while developing teamwork and communication skills.

The program featured three major learning activities. The first activity, “Blood Investigation (STEM)”, was conducted by Dr. Phongphatai Kitroongrojjanaporn, Mr. Namchok Khunmuenwong, Mr. Patcharasit Piyacharoen, and Mr. Phattanaphong Khonthiang. Students engaged in scientific investigation through a series of challenges that encouraged observation, data analysis, reasoning, and evidence-based problem-solving.

The second activity, “Roller Coaster (STEM),” was conducted by Ms. Atcharaphan Phothong, Ms. Jiraporn Karaket, and Mr. Phattanaphong Khonthiang. Through the activity, students explored scientific and engineering concepts by designing and constructing their own roller coaster models. They tested and refined their designs based on the results, developing skills in design thinking, problem-solving, experimentation, and teamwork.

The third activity, “Critical Thinking and Decision Making: STEAM+C+D,” was conducted by Dr. Phongphatai Kitroongrojjanaporn, Mr. Namchok Khunmuenwong, Mr. Patcharasit Piyacharoen, and Mr. Phattanaphong Khonthiang. The activity focused on strengthening students’ critical thinking, decision-making, and problem-solving skills. Students analyzed situations, exchanged ideas, worked collaboratively, and developed solutions through an integrated STEAM+C+D learning approach.

In addition to the STEM activities, the Institute organized the “IL Learning Innovation Tour: Exploring, Learning, and Experiencing Future Learning Innovations” for teachers from Srisongkram Wittaya School. The tour provided teachers with an opportunity to explore the Institute’s learning facilities and innovative learning environments while exchanging ideas on how educational technologies and learning innovations can be integrated into their own educational contexts.

The program concluded with a knowledge review, reflection, and “Expanded Knowledge” session, encouraging students to connect their learning experiences with the application of scientific knowledge in everyday life. Awards and certificates were also presented to participants, followed by a group photo to commemorate the activity.

The program demonstrated the Institute for Innovative Learning’s contribution to translating its expertise in learning innovation, educational technology, and STEM education into meaningful hands-on learning experiences. Rather than simply receiving knowledge, students were actively engaged in asking questions, conducting experiments, analyzing problems, designing solutions, testing ideas, and learning from the outcomes.

From an impact perspective, the activities supported the development of essential 21st-century competencies, including analytical thinking, creativity, problem-solving, decision-making, teamwork, and communication. More importantly, the learning experiences helped students recognize how scientific and technological knowledge can be applied to practical challenges and everyday situations.

In addition, the Institute for Innovative Learning, Mahidol University, welcomed teachers from Srisongkram Wittaya School to visit the Institute’s learning resources and modern teaching and learning facilities, including the Mahidol Media Lab, Multimedia Studio, Master Classroom, and Virtual Classroom. The visit provided teachers with opportunities to explore approaches to integrating digital technologies and multimedia into teaching and learning, as well as to gain insights into the design of learning spaces and environments that support education in the digital era.

The initiative therefore extended its impact beyond student development to teacher capacity building and institutional learning, creating opportunities for knowledge exchange and educational networking. This reflects the Institute for Innovative Learning’s ongoing role in connecting knowledge, innovation, and educational technology with real-world educational practice, while contributing to the development of a learning ecosystem that supports learners, educators, and educational institutions in a continuous and sustainable manner.

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The workshop aimed to foster students’ interest and understanding of science, technology, and innovation through a hands-on learning approach. Students were encouraged to ask questions, explore, experiment, design, and develop solutions while connecting scientific knowledge with familiar situations and practical applications in everyday life.

The first activity, “Blood Investigation,” was conducted by Dr. Phongphatai Kitroongrojjanaporn, Mr. Namchok Khunmuenwong, and Mr. Phattanaphong Khonthiang. Students engaged in an investigative learning process that encouraged observation, information gathering, analytical thinking, and reasoning to identify answers based on the given challenges. The activity supported the development of systematic thinking and the application of scientific processes to problem-solving.

The second activity, “Roller Coaster,” was conducted by Ms. Atcharaphan Phothong and Mr. Jaturong Payomyaem. Students explored scientific and engineering concepts through the design and construction of a Roller Coaster model. They tested their designs and refined them based on the results. This process encouraged students to practice design thinking, learn through experimentation and trial and error, and develop problem-solving and teamwork skills.

The third activity, “Wind Energy,” was conducted by Dr. Phongphatai Kitroongrojjanaporn, Mr. Namchok Khunmuenwong, and Mr. Phattanaphong Khonthiang. The activity introduced students to the concept of wind energy and the application of natural energy sources through hands-on design, experimentation, and observation. Students were encouraged to explore the connection between scientific principles, technology, and innovation for the appropriate use of energy.

The workshop concluded with a “Closing Section: Knowledge Review, Reflection, and Expanded Knowledge – Applying Programming Knowledge to Robotics Innovation in Everyday Life.” Students reviewed and reflected on what they had learned throughout the workshop while exploring connections between Programming and Robotics and their applications in everyday life and future innovation. The activity concluded with the presentation of awards and certificates, followed by a group photo.

The program also provided a learning opportunity for teachers through the “IL Learning Innovation Tour: Exploring, Learning, and Experiencing Future Learning Innovations.” The tour created opportunities for teachers to explore innovative approaches to learning and educational technology and to exchange perspectives on modern teaching and learning practices.

In addition, the Institute for Innovative Learning, Mahidol University, welcomed teachers from Nawaminthrachinuthit Satriwitthaya Phutthamonthon School to visit the Institute’s learning resources and modern teaching and learning facilities, including the Mahidol Media Lab, Multimedia Studio, Master Classroom, and Virtual Classroom. The visit provided teachers with opportunities to explore approaches to integrating digital technologies and multimedia into teaching and learning, as well as to exchange perspectives on the design of learning spaces and environments that support education in the digital era.

The workshop demonstrated the Institute for Innovative Learning’s contribution to translating its expertise in learning innovation, educational technology, and hands-on learning into meaningful learning experiences that respond to students’ developmental needs and educational contexts. Through experimentation, creativity, and systematic problem-solving, students were encouraged to become active participants in their own learning.

From an impact perspective, the activities supported the development of essential competencies, including analytical thinking, problem-solving, creativity, collaboration, and the ability to apply scientific and technological knowledge. At the same time, the teachers’ learning tour extended the impact beyond student development by supporting teacher capacity building and creating opportunities for educators to explore how innovative learning approaches and technologies could be applied in their own school contexts.

The “Exploring Science and Innovation” workshop therefore represents another initiative reflecting the Institute for Innovative Learning’s role in connecting knowledge, science, technology, and innovation with student learning and teacher development. Through meaningful hands-on experiences and knowledge exchange, IL continues to support future-ready skills and promote the practical application of knowledge in educational contexts.

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The camp focused on developing students’ Computational Thinking skills through creative exploration of drone technology. Participants learned about the evolution of drones, fundamental principles of aerodynamics, and the concepts of lift, drag, thrust, and gravity based on the principles of physics.

Throughout the workshop, students explored the components and functions of Tello drones, sensor systems, and flight control through simulation programs. They also engaged in creative problem-solving activities, including flight principle experiments, motion exploration, and engineering-based design challenges that encouraged them to apply knowledge through real-world experiences.

In addition, students developed basic drone programming skills using Drone Blocks (Block Programming). They practiced fundamental programming concepts, including sequences, loops, conditional statements (if), and variables through hands-on workshops designed to encourage critical thinking, experimentation, and improvement of their own creations.

The workshop was conducted by a team of instructors, including Dr. Tinnapob Phengpom, Assistant Professor Dr. Monamorn Precharattana, Dr. Sooppawat Thipyarat, and Dr. Pongpatai Kitrungloadjanaporn who provided guidance and shared their expertise in engineering, digital technology, and creative innovation.

This project reflects the commitment of the Institute for Innovative Learning, Mahidol University, to promoting science and innovation learning among youth through Active Learning approaches. The program provided students with opportunities to explore, create, and apply technological knowledge toward future innovations.

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Designed for lecturers, educators, learning designers, students, and those interested in innovative approaches to education, the activity provided participants with opportunities to explore and experience the underlying principles of game mechanics through hands-on gameplay. The session highlighted that board games can serve not only as entertainment media but also as powerful learning tools that encourage analytical thinking, decision-making, communication, collaboration, and teamwork.

A key feature of the activity was Learning by Doing, through which participants explored the structural mechanisms embedded within games and experienced how gameplay can foster Systems Thinking and active engagement in learning.

The activity also provided a platform for Networking and Co-creation, bringing together educators, curriculum designers, and learners to exchange ideas and explore possibilities for integrating board games into learning design. Through interaction and collaborative exploration, participants were encouraged to consider how game-based approaches could be adapted to create more engaging and participatory learning environments.

Another important dimension was Modern Pedagogy, reflecting the integration of Educational Technology (EdTech) and Gamification into contemporary learning design. The activity demonstrated how innovative learning approaches can create new opportunities for educators to design learning experiences that are interactive, learner-centered, and connected to real-world skills.

The Board Game Arena activity represents another initiative by the Institute for Innovative Learning to promote learning innovation and innovative educational practices. By creating opportunities for educators and learners to experience alternative approaches to learning firsthand, IL continues to support the development of learning environments that encourage active participation, creativity, critical thinking, and collaboration.

Ultimately, the activity illustrated how “play” can become “learning” when thoughtfully designed and integrated into educational contexts—opening new possibilities for transforming classrooms into dynamic spaces where learners can explore, interact, make decisions, and learn through experience.

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As part of the collaboration, IL experts were invited to serve on the Selection Committee for the Global Classroom Summit 2026, held on September 17, 2026, at Sunflower Trilingual School, Samut Sakhon Province. Their participation contributed to the academic quality of the event and supported the evaluation and presentation of student projects from participating countries.

In addition, Sunflower Trilingual School organized an educational visit to Mahidol University and the Institute for Innovative Learning on September 18, 2026, for an international delegation comprising 32 students, 14 teachers, and 5 staff members from Thailand, Taiwan, Canada, the Philippines, and Indonesia. The visit aimed to provide participants with opportunities to learn about the university, academic programs, research activities, and approaches to applying innovation and technology in education.

The visiting delegation was welcomed by Asst. Prof. Dr. Piyachat Jittatham, Director of the Institute for Innovative Learning, Mahidol University, at the Master Classroom, 3rd Floor, Institute for Innovative Learning, Mahidol University, Salaya Campus.

The visit continued with a special lecture entitled “Applying AI to Create Learning Innovations and Techniques for Using AI and Writing Prompts for Science Projects,” delivered by Asst. Prof. Dr. Pirom Chenprakhon, Deputy Director for Research and Innovation, and Dr. Parames Tharassakdi. The session introduced participants to approaches for applying AI in learning innovation, as well as practical techniques for using AI and developing effective prompts to support science projects.

The delegation also visited the Virtual Classroom and Mahidol Media Lab, learning spaces designed to support technology-enhanced teaching and learning through the integration of digital media, educational technologies, and diverse learning approaches.

The participation of IL in the Global Classroom Summit 2026 reflects the Institute’s contribution as a knowledge hub and learning innovation hub, bringing its expertise in Learning Innovation, Educational Technology, Digital Learning, and learning design to support educational development in an international context. The collaboration also provided opportunities for knowledge exchange among universities, schools, teachers, and learners from different countries.

In terms of impact, the collaboration provided students and educators with opportunities to gain first-hand experiences of innovative learning environments, explore approaches to educational management and the use of technology to support learning, and exchange perspectives across different cultural contexts. These experiences can contribute to the development of creativity, innovation mindsets, and skills needed to respond to emerging challenges in the future.

The Institute’s support for Global Classroom Summit 2026 represents another step in expanding educational partnerships and strengthening a learning ecosystem that connects higher education institutions and schools at the international level. Through the integration of innovation, technology, and sustainability-oriented thinking, IL continues to contribute to learning experiences that prepare learners to become active global citizens and future changemakers

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The activity was organized to broaden students’ perspectives and strengthen their understanding of applying digital technologies to the analysis and development of digital business practices. The program emphasized the effective and appropriate use of information technology in response to organizational needs and the rapidly changing digital environment.

During the session, Dr. Poramate Tarasak shared practical experiences and insights into the concept of Vibe Coding, highlighting approaches to integrating digital tools and developing innovative solutions within business contexts. Through interactive and hands-on learning activities, participants were encouraged to enhance their analytical thinking, problem-solving abilities, and the capacity to transform knowledge into practical applications.

This lecture also provided students with opportunities to explore emerging approaches to digital business development and inspired them to apply technological knowledge creatively to future academic and professional contexts.

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The Institute for Innovative Learning (IL), Mahidol University, supported the professional development of private school administrators by sharing knowledge and expertise in Learning Innovation to promote effective educational management and enhance student learning outcomes in response to the evolving context of education.

On this occasion, Dr. Nontawat Jirakittayakorn of the Institute for Innovative Learning was invited by the Office of the Private Education Commission (OPEC) to serve as a speaker for the Training Program for Modern Private Education Administrators on September 9, 2026, at the SD Avenue Hotel, Bang Phlat, Bangkok. The training brought together approximately 60 private school administrators.

The training session, held from 1:00 to 4:00 p.m., focused on the topic “Learning Innovation for Student Quality”, providing participants with concepts and practical approaches to applying learning innovation in educational administration and management. The session emphasized the importance of creating learning environments that support effective learning and contribute to tangible improvements in student quality.

The participation of IL personnel reflects the Institute’s Contribution in bringing academic knowledge and expertise from Mahidol University to the education sector, particularly in the areas of Learning Innovation, Learning Design, and the application of concepts and technology to support educational management and learning.

Developing the capacity of school administrators is an important mechanism for driving meaningful change within educational institutions. As key leaders, administrators play a vital role in setting educational directions, supporting teachers, and creating an environment that enables effective teaching and learning. The knowledge gained through the training can therefore be further translated into the development of teachers, learning processes, and student experiences at the school level.

In terms of Impact, sharing knowledge on Learning Innovation with private school administrators has the potential to extend beyond the training participants to teachers and students across their respective schools. It can support educational institutions in designing learning approaches that respond appropriately to changes in society and technology, while addressing the diverse needs of learners.

This initiative represents another example of the Institute for Innovative Learning, Mahidol University’s commitment to “bringing knowledge into action and creating meaningful change.” Through connecting academic expertise with the professional development of education personnel, IL contributes to strengthening educational quality and generating positive and sustainable impact for learners and the broader education system.

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