EDITORIAL

Abstract

The Editorial Board is pleased to present Volume 11, Number 1 (2026) of the Journal of Interdisciplinary Research (JIR), a scholarly platform dedicated to advancing interdisciplinary knowledge across education, technology, and social sciences.

This issue brings together empirical and theoretical contributions that collectively reflect the evolving landscape of digital transformation, learner behavior, and technology-mediated environments. A prominent theme across the articles is the examination of behavioral intention, engagement, satisfaction, and continuance intention, particularly within educational and digital platform contexts. Several studies adopt well-established theoretical frameworks such as the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Theory of Planned Behavior (TPB), demonstrating their continued relevance in explaining user behavior in contemporary learning ecosystems.

A significant portion of this issue focuses on online and technology-enhanced learning, including investigations into Learning Management Systems (LMS), Massive Open Online Courses (MOOCs), and social media platforms such as Douyin. These studies highlight critical determinants such as perceived usefulness, ease of use, enjoyment, and platform affordances in shaping student engagement and learning outcomes. Complementing these works are studies examining student satisfaction, loyalty, and persistence in higher education settings across diverse geographical contexts, including Thailand and China, thereby offering valuable cross-cultural insights.

In addition, this issue expands beyond educational technology to include interdisciplinary perspectives on consumer behavior and digital engagement, such as fan engagement in global music communities and repurchase intention in fast fashion markets. The inclusion of a theoretical review on multimodal teaching further enriches the issue by providing conceptual foundations for enhancing language learning through innovative pedagogical approaches.

Methodologically, the articles in this volume demonstrate a strong emphasis on quantitative rigor, particularly through Structural Equation Modeling (SEM), as well as the integration of mixed-method approaches to provide deeper analytical insights. These contributions not only advance academic discourse but also offer practical implications for educators, policymakers, and industry practitioners navigating increasingly digital and globalized environments.

The Editorial Board extends its sincere appreciation to all authors, reviewers, and contributors for their dedication and scholarly excellence. We hope that this issue will serve as a valuable resource for researchers and practitioners, and that it will continue to stimulate interdisciplinary dialogue and innovation in the field.