Application of Lagom in Thai Education System: A Guideline for Balanced and Sustainable Learning
Article Sidebar
Main Article Content
Abstract
This article aims to analyze the application of the Swedish philosophy of Lagom in the context of the Thai education system. The system is currently facing several structural extremes. These include the reliance on competitive examinations as the main mechanism for measuring quality, the excessive compression of content beyond necessity, high competition, and unbalanced teacher workload. By using conceptual and comparative analysis, the study proposes Lagom as a conceptual framework for adjusting the balance between academic achievement, life skills, student well-being, and teachers’ quality of life. The analysis results indicate that the principle of moderation can drive system adjustment at both the policy level and the institutional level. This is especially evident in reforming the assessment system by reducing dependence on centralized examinations and shifting toward developmental assessment. It also involves designing curricula that are flexible according to context and developing teachers as learning leaders, together with strengthening cooperation among schools, families, and communities. Although the transition must confront constraints related to organizational culture and bureaucratic structure, Lagom offers a reasonable approach to reducing system tension. It also helps identify an appropriate point suited to the Thai context in order to create a balanced and sustainable learning ecosystem that responds to long-term societal change.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Antikainen, A. (2006). In search of the nordic model in education. Scandinavian Journal of Educational Research, 50(3), 229-243.
Arphattananon, T. (2018). Multicultural education in Thailand. Intercultural Education, 29(1), 1-14.
Arssi, A. & Omari, O. (2024). Overview of deaf education in Morocco. I.J. Modern Education and Computer Science, 16(3), 86-100.
Barinaga, E. (1999). Swedishness through Lagom: Can words tell us anything about a culture? Stockholm: The Centre for Advanced Studies in Leadership Stockholm School of Economics.
Bindu, T.V. & Saravanakumar, A.R. (2023). Life skills education: Enhancing competencies for adaptive living. International Journal of Innovative Science and Research Technology, 8(8), 2300-2305.
Charoenrad, S., Chaumpong, T., & Subrungthong, S. (2021). A study of budgeting management problems in school under secondary educational service area office 42. Education Journal Faculty of Education, Nakhon Sawan Rajabhat University, 4(2), 10-22. [in Thai]
Cutillas, M.A., Lagumbay, D.G., Ancajas, V.M., Besinga, A.O., Alo, B.A.A., Ibale, E.D., & Neri, R. (2023). Enhancing student learning through classroom design: Exploring the influence of environment on academic performance. World Journal on Education and Humanities Research, 3(4), 27-37.
Dacoylo, E.J.A, Arcaya, K.M.Q., Patubo, J.J.H.M., Pesidas, V.A.A., & Gaddi, J.A.G. (2024). Relevance of time management skills to students classroom performance. International Journal of Research (IJR), 11(5), 242-254.
Faktong, N., Chaumpong, T., & Naebnean, T. (2022). A study of the operation problems of buddhist oriented school in education institution under Singburi primary educational service area office. Education Administration and Innovation Journal, 2(1), 18-28. [in Thai]
Kassymova, G.K., Arpentieva, M.R., Zhigitbekova, B.D., Schachl, H., Kosherbayeva, A.N., Agenina, K.Z., Vafazov, F.R., Menshikov, P.V., Golubchikova, M.G., & Korobchenko, A.L. (2023). Building resilience in students: Managed and minimised stress in students. OBM Neurobiology, 7(4), 1-31.
Khamdit, S. & Worapun, W. (2024). Optimizing the quality of thai education: A comprehensive examination of the whole school approach. International Journal of Advanced and Applied Sciences, 11(1), 169-177.
Lomas, T. (2021). Life balance and harmony: Wellbeing’s golden thread. International Journal of Wellbeing, 11(1), 18-35.
Manni, A. (2023). Education “through” sustainable development in Swedish school-age educare – exploring how SAEC is responding to ESD in daily practices. Education Inquiry, 1-18.
Ministry of Education. (2008). Basic education core curriculum B.E. 2551 (A.D. 2008). Bangkok: Printing House of the Agricultural Cooperatives of Thailand Co., Ltd. [in Thai]
Nafis, S.A.B.M. & Nasri, N.M. (2024). A comparative study on students' performance and satisfaction between traditional and online teaching methods in secondary school. International Journal of Academic Research Progressive Education and Development, 13(3), 1560-1570.
Office of the National Economic and Social Development Council (NESDC), Office of the Prime Minister. (2022). The 13th National Economic and Social Development Plan (2023 - 2027). http://www.ratchakitcha.soc.go.th/DATA/PDF/2565/E/258/T_0001.PDF [in Thai]
Pearnpitak, K., Akahat, N., & Moungon, P. (2024). Driving a three-age learning curriculum from local wisdom under the “YANGKHINOK Model” in Thailand. Humanities, Arts and Social Sciences Studies, 24(3), 618-631.
Pholhiamhan, I. (2019). The educational challenge of Thailand’s small-sized secondary schools. Phimoldhamma Research Institute Journal, 6(2), 93-103. [in Thai]
Phonchamni, P. & Duangchatom, K. (2024). The guideline to development of the effectiveness of educational institutions under Khon Kaen primary education service area office 3. Interdisciplinary Academic and Research Journal, 4(2), 623-644. [in Thai]
Phumphongkhochasorn, P., Nampapon, P., Chotientip, T., & Maneephruek, W. (2021). National educational standards and the improvement of Thai education system with world class. Asia Pacific Journal of Religions and Cultures, 5(1), 87-100.
Saqr, M., Matcha, W., Uzir, N.A., Jovanovic, J., Gasevic, D., & Lopez-Pernas, S. (2023). Transferring effective learning strategies across learning contexts matters: A study in problem-based learning. Australasian Journal of Educational Technology, 39(3), 35-57.
Sarasean, T. (2024). Challenges and opportunities: Reforming the Thai education system for global competitiveness. Journal of Exploration in Interdisciplinary Methodologies (JEIM), 1(3), 25-35.
Sornprasit, S. (2022). Read “Trust in teachers: The key to leading education in Finland”. https://bookscape.co/read-in-teachers-we-trust [in Thai]
Transparency International. (2026). Corruption perceptions index 2025. https://www.transparency.org/en/cpi/2025
Tretiak, O.P., Melenets, L.I., Shcherbyna, V.M., Poliakova, O.V., & Kravchuk, L.V. (2021). The role of instilling moral value in primary school children. Revista de la Universidad del Zulia, 12(35), 37-62.
Wiriyo, P., Pattanasing, T., Payoko, P., Petchmak, P., & Siridhammo, P. (2022). The study on buddhist doctrine for building peace among multicultural southern Isan. Journal of MCU Ubon Review, 7(1), 287-302. [in Thai]
