Neuroconstructivism in Thai Education: Rethinking Early Childhood and Primary Learning

Ittikorn Bunnag

Authors

Ittikorn Bunnag Faculty of Education, Chulalongkorn University https://orcid.org/0000-0002-7610-6114

Keywords:

Neuroconstructivism, Context Sensitivity, Thai Education, Neurodiversity

Abstract

Neuroconstructivism presents an integrative perspective on education, viewing learning as a dynamic, context-sensitive process shaped by the ongoing interaction of genetic, neural, cognitive, social, and cultural influences. Drawing on both global research and the lived realities of teaching in Thailand, this article explores how neuroconstructivist ideas can guide curriculum design, instructional strategies, assessment, and policy. The discussion highlights the complexity of real classrooms, where each child’s developmental pathway is woven from community, language, tradition, and personal experience as much as from formal instruction. While recent advances in neuroscience and educational research underscore the value of personalized, multimodal, and context-responsive environments, putting these ideals into practice remains challenging. Persistent neuromyths and structural disparities in resources and opportunities continue to complicate the translation of scientific insight into classroom realities particularly in diverse and resource constrained settings. This review addresses two underarticulated gaps: (1) the lack of an integrated synthesis in the Southeast Asian context and (2) the limited translation of neuroconstructivism theory into curriculum and classroom practice in Thailand’s early childhood and primary education.

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