Curriculum Management Strategies for Secondary Thai Language Learning to Enhance 21st-Century Learner Competencies

Abstract

This research article aimed to: 1) study the environmental context of Thai language learning curriculum management at the secondary education level, and 2) develop strategies for Thai language learning curriculum management at the secondary education level. This qualitative research focused on a target group of three schools under the Office of the Basic Education Commission (OBEC) recognized for their outstanding Thai language learning management. Key informants included school administrators, heads of academic affairs, and heads of the Thai language department. Data were collected via semi-structured interviews and analyzed using content analysis.

            The findings revealed that: 1. Regarding the environmental context of the curriculum management, the strengths included participatory and flexible administration, a focus on active learning integrated with technology, collaboration with external agencies, supervision through Professional Learning Communities (PLC), and authentic assessment. Areas for development involved teachers' fear of change, concerns about increased workloads, content redundancy and rote memorization, learner diversity, and management under constraints. 2. The strategies for Thai language learning curriculum management to enhance learners' 21st-century competencies comprised six strategies: Strategy 1: Participatory curriculum management; Strategy 2: Active learning and cross-disciplinary integration; Strategy 3: Technology-based management to increase educational quality efficiency; Strategy 4: Systematic personnel development and work culture; Strategy 5: Proactive collaborative networking to create learning opportunities; and Strategy 6: Authentic and comprehensive assessment focusing on empirical performance.