DEVELOPING A CURRICULUM TO FOSTER AN INCLUSIVE MINDSET OF MINI ENGLISH PROGRAM (MEP) AT THE LOWER SECONDARY LEVEL

Abstract

This research aims to develop and study the outcomes of learning management using a curriculum designed to foster an inclusive mindset of the Mini English Program (MEP) at lower secondary level. The study employed a research and development approach and participatory action research methodology. The sample group consisted of nine co-researcher teachers and 23 Mattayomsuksa 1/1 MEP students in the second semester of the 2024 academic year, selected by purposive sampling. The research instruments included: 1) a questionnaire on teachers’ perceived knowledge on curriculum development, 2) a curriculum appropriateness evaluation form, 3) a classroom observation checklist, 4) an inclusive mindset assessment for both the co-researcher teachers and students, and 5) an opinionnaire towards the curriculum. Descriptive statistics—arithmetic mean and standard deviation—were used for data analysis. The findings revealed that the developed curriculum integrated content relevant to marginalized groups, including the elderly, ethnically/racially diverse populations, individuals living with HIV/AIDS, LGBTQIA+ individuals, religious and belief minorities, socioeconomically disadvantaged groups, and persons with disabilities. The teachers perceive their own level of knowledge in curriculum development at a high level, particularly in learning management and the concept of inclusive mindset. The inclusive mindset scores increased from 2.92 to 3.65 for teachers and from 3.01 to 3.71 for students. Both groups expressed a high level of opinion towards the curriculum (teachers: M = 3.96, S.D. = 0.80; students: M = 4.02, S.D. = 0.84).

These findings indicate that a curriculum innovation through participatory process can effectively foster an inclusive mindset in the context of bilingual education management.