Procedia of Multidisciplinary Research

EFFICACY OF 0.1% TOPICAL FINASTERIDE SPRAY SOLUTION FOR MALE EYEBROW ENHANCEMENT: A RANDOMIZED, DOUBLE-BLIND, PLACEBO-CONTROLLED, SPLIT-FACE COMPARATIVE PILOT STUDY

Kittinut CHITTIPORNSAN — 2026-01-23

Topical finasteride has been successfully used for the treatment of androgenetic alopecia, offering localized efficacy with reduced systemic side effects. However, its application for eyebrow enhancement has not yet been investigated. This randomized, double-blind, placebo-controlled, split-face pilot study aimed to evaluate the efficacy and safety of a 0.1% topical finasteride spray solution for male eyebrow enhancement. Eight male participants with eyebrow hypotrichosis (GEBA grade I–II) applied finasteride to one eyebrow and placebo to the other twice daily for 12 weeks. The primary outcome, assessed by blinded dermatologists using standardized global photographic scores, demonstrated significantly greater improvement on the finasteride-treated side from week 4 onwards (P < 0.01). Secondary outcomes showed a statistically significant increase in eyebrow hair count in the finasteride group compared to placebo at week 12 (mean increase: +24.8 vs. +4.8 hairs; P = 0.008), while hair diameter changes were minimal and not significant. All participants expressed satisfaction with finasteride treatment, though the difference in satisfaction scores compared to placebo did not reach statistical significance. The intervention was well-tolerated with no systemic side effects or participant dropouts. Preliminary evidence from these results suggests that 0.1% topical finasteride spray may serve as a safe and non-invasive therapeutic option for male eyebrow enhancement, and these findings warrant further investigation in larger, adequately powered studies.

ACADEMIC ADMINISTRATION AFFECTING THE EFFECTIVENESS OF TEACHERS' WORK PERFORMANCE IN EDUCATIONAL INSTITUTIONS UNDER THE MINBURI DISTRICT OFFICE, BANGKOK

Pakkawat WANNASIRI — 2026-01-23

The objective of this research was to investigate academic management affecting the work effectiveness of teachers in schools under the Min Buri District Office, Bangkok. This study employed a quantitative research methodology, utilizing questionnaires as the primary instrument for data collection. The sample consisted of 217 school administrators and teachers under the Min Buri District Office for the 2025 academic year. The statistical analyses used in this study included frequency, percentage, mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression analysis. The research findings revealed that: 1) the overall academic management of schools under the Min Buri District Office was at the highest level; 2) the overall work effectiveness of teachers in these schools was at the highest level; 3) there was a high-level positive correlation between academic management and teacher work effectiveness, which was statistically significant at the .01 level; and 4) the specific factors of academic management that influenced teacher work effectiveness were internal quality assurance system development, educational supervision, and school curriculum development. These factors together could predict the work effectiveness of teachers under the Min Buri District Office at a rate of 62.60%, with statistical significance at the .01 level.

GUIDELINES FOR PERSONNEL ADMINISTRATION IN THE DIGITAL AGE OF SCHOOLS IN BANGLAMUNG 1 GROUP UNDER CHONBURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Kotchakorn YAEMSUK — 2026-01-23

The objectives of this research were to: 1) study personnel administration in the digital age of school in Banglamung 1 Group under Chonburi Primary Educational Service Area Office 3, and 2) propose guidelines for personnel administration in the digital age of school in Banglamung 1 Group under Chonburi Primary Educational Service Area Office 3. The sample group consisted of 148 administrators and teachers from school in Banglamung 1 Group. The research instruments included questionnaires and semi-structured interview guides. The quantitative data were analyzed using percentages, means, and standard deviations, while qualitative data were analyzed using content analysis through in-depth interviews with experts in educational management and school administration. The research findings revealed that: 1) the level of personnel administration in the digital age of school in Banglamung 1 Group under Chonburi Primary Educational Service Area Office 3 was high in all aspects, and 2) the guidelines for developing personnel administration in the digital age of school in Banglamung 1 Group under Chonburi Primary Educational Service Area Office 3, comprise six key approaches. These include: (1) Recruitment and Appointment, which emphasize the use of digital systems and information databases to conduct personnel recruitment and selection in a systematic, transparent manner that aligns with the actual needs of educational institutions; (2) Personnel Training and Development, which focus on enhancing personnel knowledge and competencies through digital learning and continuous online training programs; (3) Performance Evaluation, which aim to utilize digital systems to monitor and assess personnel performance in a fair and verifiable manner; (4) Motivation and Morale Enhancement, which highlight the importance of using information technology for communication, reinforcement, and motivation building in the workplace; (5) Personnel Retention, which focus on developing personnel care systems and creating a supportive working environment that facilitates continuous and sustainable performance; and (6) Workforce Planning, which emphasize the use of information systems to analysed and manage workforce allocation appropriately in accordance with the context of educational institutions in the digital era.

GUIDELINES FOR DEVELOPING TEAMWORK FOR SCHOOL ADMINISTRATORS OF THE DOK LAMDUAN EDUCATIONAL QUALITY DEVELOPMENT GROUP IN SAKAEO PRIMARYEDUCATIONAL SERVICE AREA OFFICE 1

Kanyalak SORASRI — 2026-01-23

This research aimed to: (1) investigate the level of teamwork development in educational administrators within the Dok Lamduan Educational Quality Development Group in the Office of Sa Kaeo Primary Educational Service Area 1; and (2) propose guidelines for developing teamwork in educational administrators within the Dok Lamduan Educational Quality Development Group under the Office of Sa Kaeo Primary Educational Service Area 1.The sample consisted of 92 administrators and teachers from schools in the Dok Lamduan Educational Quality Development Group under the Office of Sa Kaeo Primary Educational Service Area 1. The research instruments included a questionnaire and a semi-structured interview form. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis based on in-depth interviews with experts in educational administration, school administration, and teamwork. The findings revealed that: (1) the level of teamwork development in schools within the Dok Lamduan Educational Quality Development Group under the Office of Sa Kaeo Primary Educational Service Area 1 was at a high level in all aspects; and (2) the guidelines for developing teamwork in schools comprised five key approaches: (1) shared goal setting, emphasizing the participation of administrators, teachers, and personnel in establishing clear goals to ensure unified direction in operations; (2) effective communication, promoting clear and continuous communication, opportunities for exchanging opinions, and constructive feedback; (3) team collaboration, supporting participation and systematic teamwork; (4) trust building within the team, focusing on transparent and fair administration, consultation, and continuous support; and (5) team motivation, utilizing recognition, evaluation, and professional development to enhance morale and sustained commitment to teamwork.

GUIDELINES FOR DEVELOPING INNOVATION MANAGEMENT OF SCHOOL ADMINISTRATORS IN THE DVARAVATI SCHOOL GROUP UNDER THE BANGKOK PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Kankanit SAWANGJAITHAM — 2026-01-23

This research aims to: 1) study the level of innovation management of school administrators in the Dvaravati school group under the Bangkok Primary Educational Service Area Office, and 2) propose guidelines for the development of innovation management of school administrators in the Dvaravati school group under the Bangkok Primary Educational Service Area Office. The sample group consisted of 205 school administrators and teachers from the Dvaravati School Group under the Bangkok Primary Educational Service Area Office. The research instruments included a questionnaire and a semi-structured interview questionnaire. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis based on in-depth interviews with experts in educational administration, school administration, and innovation management. The research findings revealed that: 1) the level of innovation management of school administrators in the Dvaravati school group under the Bangkok Primary Educational Service Area Office was high in all aspects, and 2) the guidelines for the development of innovation management of school administrators in the Dvaravati school group under the Bangkok Primary Educational Service Area Office included five key approaches: (1) Analysis of the institutional context by considering policies, students, personnel, the community, and available resources in order to identify innovation initiatives that are aligned with the school’s actual context; (2) Design of administrative innovation by clearly defining goals, objectives, activities, and implementation plans, together with appropriate allocation of resources and roles and responsibilities; (3) Implementation of innovation through systematic execution of the planned activities, creating a supportive environment for change, and providing continuous monitoring and support; (4) Evaluation of innovation effectiveness by using empirical data to reflect outcomes, strengths, and areas for improvement, leading to continuous development; and (5) Dissemination of innovation through educational networks to promote knowledge sharing, collaboration, and the scaling up of innovation toward sustainability at both the network and overall educational system levels.

STRATEGIES FOR SCHOOL ADMINISTRATION TO PROMOTE EARLY CHILDHOOD EDUCATION

Chindaphut MAKARAMANEE — 2026-01-23

This academic article synthesizes knowledge on the management of private educational institutions to enhance the quality of early childhood education amid ongoing social, economic, and technological changes. The article addresses five key themes: (1) management strategies for private schools to improve early childhood education quality in the context of social change, (2) strategic management and sustainable early childhood education development, (3) quality management for promoting early childhood development, (4) strategic management guidelines for organizing early childhood education, and (5) strategic management guidelines for organizing early childhood education (reiterated to emphasize actionable practice-oriented recommendations). A documentary synthesis method was employed by reviewing relevant theories, empirical studies, and policy documents. The synthesis indicates that improving early childhood education quality in private schools requires an integrated management approach, including: establishing a clear vision and strategies that emphasize holistic child development; strengthening human resources and strategic leadership through continuous professional development for early childhood teachers; implementing child-cantered academic management aligned with developmental appropriateness; building collaborative networks with parents and communities; and strengthening continuous internal quality assurance and evaluation systems. These integrated strategies enable private educational institutions to remain adaptive to change while ensuring high-quality.

THE GUIDELINES FOR DEVELOPING THE DIGITAL LEADERSHIP OF EDUCATIONAL ADMINISTRATORS IN THE NATIONAL INSTITUTE FOR DEVELOPMENT OF TEACHERS, FACULTY STAFF AND EDUCATIONAL PERSONNEL

Choochutha PHONGNOOK — 2026-01-23

The objectives of this research were to 1) study the level of guidelines for developing the digital leadership of educational administrators in the national institute for development of teachers, faculty staff and educational personnel, and 2) to propose guidelines for developing the digital leadership of educational administrators in the national institute for development of teachers, faculty staff and educational personnel. The sample consisted of 56 educational administrators, teachers, and educational personnel affiliated with the National Institute for Development of Teachers, Faculty Staff and Educational Personnel. The research instruments included a questionnaire and a semi-structured interview form. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis based on in-depth interviews with experts in educational administration and school management. The research findings revealed that: The overall level of digital leadership of educational administrators under the National Institute for Development of Teachers, Faculty Staff and Educational Personnel was at a high level across all dimensions. The guidelines for developing the digital leadership of educational administrators comprised five key approaches: (1) Digital Vision, emphasizing a clear, up-to-date vision aligned with educational policies and the context of educational institutions; (2) Technology Management, encompassing planning, resource allocation, infrastructure development, system security, and monitoring and evaluation; (3) Promoting Learning Innovation, focusing on integrated information systems that enable data linkage across units to enhance transparency, accuracy, and effective planning and evaluation; (4) Data – Driven Decision Making, encouraging experimentation with new practices, knowledge sharing, and learning from mistakes to improve student outcomes and enhance personnel performance; and (5) Overseeing Digital Ethics, emphasizing responsibility, security, and respect for personal data and privacy. Ethical use of digital technology contributes to credibility, trust, and the long-term sustainability of educational institutions.

GUIDELINES FOR THE DEVELOPMENT OF DIGITAL TECHNOLOGY MANAGEMENT FOR ADMINISTRATORS OF NA LUANG SCHOOL UNDER THE DEPARTMENT OF EDUCATION BANGKOK METROPOLITAN ADMINISTRATION

Bussakorn SORDSRI — 2026-01-23

The objectives of this research were to: 1) study the level of digital technology management for administrators of Na Luang School under the Department of Education Bangkok Metropolitan Administration, and 2) propose guidelines for the development of digital technology management for administrators of Na Luang School under the Department of Education Bangkok Metropolitan Administration. The sample consisted of 118 administrators and teachers of Na Luang School under the Department of Education, Bangkok Metropolitan Administration. The research instruments included a questionnaire and a semi-structured interview form. The statistics used for quantitative data analysis comprised percentage, mean, and standard deviation, while the qualitative data were analyzed using content analysis based on in-depth interviews with experts in educational administration, school administration, and digital technology utilization. The research findings revealed that: 1) The overall level of digital technology management of administrators at Na Luang School under the Department of Education, Bangkok Metropolitan Administration was at a high level. When considered by aspect, it was found that digital technology vision setting had the highest mean score, followed by digital infrastructure management, digital competency development, teaching and learning management, and collaborative networking, respectively. 2) The guidelines for the development of digital technology management for administrators of Na Luang School comprised five key approaches: (1) Vision Setting; establishing a clear, modern digital vision aligned with the school context; (2) Infrastructure Management; developing digital infrastructure and systems to ensure readiness and equitable access; (3) Digital Competency Development; continuously enhancing the digital competencies of administrators, teachers, and educational personnel; (4)Instructional Management; promoting digital technology–based teaching and learning aligned with the curriculum and learners’ needs; and (5) Creating a Collaborative Network; building digital technology collaboration networks with internal and external organizations to sustainably enhance the quality of school management and educational provision in the digital era.

GUIDELINES FOR THE DEVELOPMENT OF TEACHER’S DIGITAL COMPETENCE AT RATCHAWINIT SCHOOL GROUP IN THE BANGKOK PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Weerayut YUENYAO — 2026-01-23

This research aims to: 1) study the level of teacher’s digital competence at Ratchawinit School Group in the Bangkok Primary Educational Service Area Office, and 2) propose guidelines for the development of teacher’s digital competence at Ratchawinit School Group in the Bangkok Primary Educational Service Area Office. The sample group consisted of 118 administrators and teachers from Ratchawinit School. The research instruments included questionnaires and semi-structured interview guides. The quantitative data were analysed using percentages, means, and standard deviations, while qualitative data were analysed using content analysis through in-depth interviews with experts in educational management and school administration. The research findings revealed that: 1) the level of digital competence development of teachers at Ratchawinit School was high in all aspects, and 2) the guidelines for developing teachers' digital competence included five key approaches: (1) Development of Digital Skills of Teachers: Empowering teachers to use technology effectively in teaching and improving student learning; (2) Development of Teachers through Digital Professional Training: Enabling teachers to acquire new skills and apply technology in teaching appropriately; (3) Design of Learner-Centered Learning: Designing learning experiences that meet the needs and interests of students, enhancing their engagement and learning outcomes; (4) Use of Digital Technology in Learning Management: Improving the efficiency of teaching, classroom management, and assessment through digital technology; (5) Use of Digital Platforms for Learning: Providing teachers with the tools to efficiently manage teaching and assess student learning continuously, enhancing the learning process.

GUIDELINES FOR DEVELOPING WORK MOTIVATION FOR EDUCATIONAL PERSONNEL AT ANUBANSAMPASA BAANTONMAI SCHOOL IN THE OFFICE OF THE PRIVATE EDUCATION COMMISSION, BANGKOK

Supicha PAPUTKIT — 2026-01-23

The objectives of this research were: (1) to study the level of work motivation for educational personnel at Anubansampasa baantonmai school in the Office of the Private Education Commission, Bangkok; and (2) to propose guidelines for developing work motivation for educational personnel at Anubansampasa baantonmai school in the Office of the Private Education Commission, Bangkok. The population consisted of administrators, teachers, and educational personnel at Anubansampasa baantonmai school in the Office of the Private Education Commission, Bangkok, totaling 27 participants. The research instruments included a questionnaire and a semi-structured interview form. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed using content analysis based on in-depth interviews with experts in educational administration and school administration. The research findings revealed that: (1) the overall level of work motivation for educational personnel was at a high level; and (2) the guidelines for developing work motivation educational personnel comprised five guidelines: (1) Working Environment, emphasizing the provision of a safe working environment that supports learning and fosters a positive organizational climate, collaboration, good interpersonal relationships, and teachers’ commitment to the school; (2) Career Advancement, focusing on continuous professional development opportunities, clear career paths, developmental supervision, and support for teachers’ growth in accordance with their potential; (3) Recognition at Work, emphasizing appropriate recognition and appreciation of teachers’ performance by administrators, colleagues, parents, and society to enhance professional pride and motivation for performance improvement; (4) Teacher Welfare, focusing on the provision of appropriate and comprehensive welfare that supports teachers’ quality of life, including compensation, health care, benefits, and job security; and (5) Administrators’ Trust, emphasizing fair management practices, respect, attentive listening, opportunities for teachers’ participation in decision-making, and task delegation based on confidence in teachers’ abilities, which collectively enhance self-confidence, organizational commitment, and work motivation.

GUIDELINES FOR INFORMATION TECHNOLOGY DEVELOPMENT IN THE DIGITAL ERA FOR SCHOOLS IN NETWORK GROUP 61 UNDER DEPARTMENT OF EDUCATION BANGKOK METROPOLITAN ADMINISTRATION

Sahahchai SANGAYAT — 2026-01-23

The objectives of this research were 1) to study the level of information technology development in the digital era of schools in Network 61 under the Department of Education Bangkok Metropolitan Administration and 2) to propose guidelines for information technology development in the digital era for schools in Network 61 under the Department of Education Bangkok Metropolitan Administration. This study employed a mixed-methods research design. The population for the quantitative research consisted of 73 school administrators and teachers. The research instrument was a questionnaire, and the statistics used for data analysis were mean and standard deviation. For the qualitative research, key informants included 5 experts and specialists selected via purposive sampling. The instrument used was an in-depth interview form, and data were analysed using content analysis. The research findings were as follows: The overall level of information technology development in the digital era of schools in Network 61 under the Department of Education, Bangkok Metropolitan Administration, was at a high level (μ = 4.41). When considering individual aspects, Digital Learning Management had the highest mean (μ = 4.53), followed by Continuous Self-Development and Digital Innovation and Creativity (μ = 4.42 for both). The aspect with the lowest mean was Digital Learning Assessment (μ = 4.29).The guidelines for information technology development in the digital era for schools in Network 61 consisted of five key aspects: 1) Digital Learning Management, focusing on supporting resources and infrastructure, utilizing online platforms, and promoting analytical thinking skills; 2) Continuous Self-Development, emphasizing budget allocation for teacher potential development and providing opportunities for personalized professional development; 3) Digital Innovation and Creativity, encouraging teachers to design creative activities and integrate technology for problem-solving; 4) Digital Ethics, highlighting the teacher's role in promoting media literacy and creating a culture of safe technology use; and 5) Digital Learning Assessment, focusing on using digital systems to monitor learner progress transparently and utilizing diverse tools to reduce workload and enhance educational quality.

GUIDELINES FOR DEVELOPING ENVIRONMENTAL MANAGEMENT AT NA LUANG SCHOOL UNDER THE DEPARTMENT OF EDUCATION BANGKOK METROPOLITAN ADMINISTRATION

Phonthipha BANPHOT — 2026-01-23

The objectives of this research were to: 1) study the level of environmental management at Na Laung school under Department of Education Bangkok Metropolitan Administration, and 2) propose guidelines for developing environmental management at Na Laung school under Department of Education Bangkok Metropolitan Administration. The sample consisted of 118 school administrators and teachers from Na Luang School under the Bangkok Metropolitan Administration’s Department of Education. The research instruments included a questionnaire and a semi-structured interview form. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis based on in-depth interviews with five experts in educational administration and school administration. The research findings revealed that: (1) the overall level of environmental management at Na Luang School under the Bangkok Metropolitan Administration’s Department of Education was at a high level in all aspects; and (2) the guidelines for developing environmental management at Na Luang School comprised five key approaches: (1) school sanitation, focusing on maintaining cleanliness, hygiene, and safety within the school; (2) school landscape management, emphasizing well-organized, attractive, green, and safe environments with appropriate green spaces; (3) environmental management planning, focusing on the formulation of policies, goals, and systematic environmental management plans; (4) involvement of personnel and the community, promoting the involvement of administrators, teachers, staff, students, parents, and the community in planning and implementing environmental activities; and (5) integrating the learning environment, emphasizing the integration of environmental issues into subjects, activities, and experiential learning connected to students’ daily lives in order to holistically enhance learner quality.

GUIDELINES FOR DEVELOPING STRATEGIC PLANNING FOR ACADEMIC ADMINISTRATION IN SCHOOLS OF KHAI PHRA CHAO TAK GROUP UNDER RAYONG PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Sujinan BOONPRASERT — 2026-01-23

The objectives of this research were to: 1) study the level of academic administration in schools of the Khai Phra Chao Tak Group under the Rayong Primary Educational Service Area Office 1, and 2) propose guidelines for developing strategic planning for academic administration in schools of Khai Phra chao Tak group under Rayong primary educational service area office 1.The sample group consisted of 136 school administrators and teachers from schools in the Khai Phra Chao Tak Group under the Rayong Primary Educational Service Area Office 1. The research instruments included a questionnaire and a semi-structured interview form. The statistics used for quantitative data analysis were percentage, mean, and standard deviation. Qualitative data were analyzed using content analysis based on in-depth interviews with 5 experts in educational administration, school administration, and academic administration. The research findings revealed that: 1) the overall level of strategic planning for academic administration in schools of the Khai Phra Chao Tak Group under the Rayong Primary Educational Service Area Office 1 was at a high level in all aspects; and 2) the guidelines for strategic planning for academic administration in schools of the Khai Phra Chao Tak Group under the Rayong Primary Educational Service Area Office 1 consisted of six key approaches:(1) environmental analysis through the study of both internal and external school environments; (2) academic administration strategies by systematically defining approaches to academic management; (3) school vision through clearly defining the future direction of academic development; (4) school mission through clearly specifying academic roles and responsibilities; (5) strategic goal setting by setting clear academic goals and indicators; and (6) effective teaching and learning management by developing instructional processes that are appropriate to learners.

GUIDELINES FOR DEVELOPING INTERNAL SUPERVISION OF SCHOOL ADMINISTRATORS IN THE PHRA SAMUT CHEDI SCHOOL GROUP UNDER THE SAMUT PRAKAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Apiratree SAPPRAWAT — 2026-01-23

The objectives of this research were to: 1) study the level of internal supervision of school administrators in the Phra Samut chedi school group under the Samut Prakan primary educational service area office 1, and 2) propose guidelines for developing internal supervision of school administrators in the Phra Samut chedi school group under the Samut Prakan primary educational service area office 1.The sample consisted of 180 school administrators, teachers, and educational personnel from the Phra Samut Chedi School Group under the Samut Prakan Primary Educational Service Area Office 1. The research instruments included a questionnaire and a semi-structured interview form. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis based on in-depth interviews with five experts in educational administration and school administration. The research findings revealed that: 1) the overall level of internal supervision in schools conducted by administrators in the Phra Samut Chedi School Group under the Samut Prakan Primary Educational Service Area Office 1 was at a high level in all aspects; and 2) the guidelines for developing internal supervision in schools by school administrators in the Phra Samut Chedi School Group under the Samut Prakan Primary Educational Service Area Office 1 comprised five key approaches: (1) consultation, which emphasizes academic support through constructive communication, participation, and the enhancement of teachers’ and educational personnel’s capacities; (2) systematic planning of internal supervision aligned with the school context and responsive to the needs of teachers and educational personnel; (3) continuous implementation of supervision according to the plan using diverse approaches, with an emphasis on developmental supervision to enhance the quality of teaching and learning; (4) systematic evaluation of internal supervision, with the results utilized to improve and further develop supervision practices and teaching and learning management; and (5) the application of innovation and technology in internal supervision to increase efficiency and effectively respond to changes in education.

INDIVIDUAL AND ECOSYSTEM DRIVERS OF ENTREPRENEURIAL INTENTION: EVIDENCE FROM THAILAND

Yongplut YEING-ARAMKUL — 2026-01-23

This study examines the individual-level and ecosystem-level drivers of entrepreneurial intention in Thailand. Using data from a national survey of 400 Thai adults, this research investigates how five individual-level factors risk propensity, opportunity recognition, innovation attitude, entrepreneurial knowledge, and motivation affect the Entrepreneurial Spirit Index (ESI) and whether entrepreneurial intention differs across ecosystem conditions. Regression results from the non-entrepreneur subsample (n = 200) reveal that entrepreneurial knowledge exerts the strongest positive effect on ESI (β = 0.592, p < 0.001), followed by motivation (β = 0.483, p < 0.001), innovation attitude (β = 0.407, p < 0.001), risk propensity (β = 0.369, p < 0.001), and opportunity recognition (β = 0.357, p < 0.001). One-way ANOVA results indicate significant differences in entrepreneurial intention across levels of the entrepreneurial support environment, economic pressure, social and family support, and access to technological resources. The findings emphasize the complementary roles of individual attributes and ecosystem conditions in shaping entrepreneurial intention in an emerging economy.