Search results

The purpose of this paper is to discuss gaps and key challenges facing higher education in Thailand with reference to the implementation of the policy of Thailand 4.0 adopted by the Royal Thai Government.

In-depth interviews were conducted with Thai Government officials, university administrators and faculty members to formulate the concept of a creative society in Thailand. Documentary analysis of university policy documents was used to investigate the roles and practices of universities in fostering creativity and innovation. Questionnaire surveys were used to obtain views of university administrators and faculty members on the existing roles and practices of Thai university in promoting a creative society, and their level of expectation toward the roles and practices required to promote a creative society. Priority need index (PNI) and One-way ANOVA were used to identify the gaps and challenges of Thai higher education in promoting a creative society.

The concepts of the creative society found in this study were in lines with the goals of Thailand 4.0, which are to foster creativity, innovation, inclusivity, and sustainability. It was found that development of learning networks, public-private-community engagement, new mind-set and skill-set of lecturers and students, and new technology are required for a successful implementation of Thailand 4.0.

Although the author has identified some progress in Thailand toward achieving the goals of Thailand 4.0, it is clear that key factors that contribute to the fostering of creativity and innovation require further investigation. These factors include socio-cultural factors, creative learning and teaching, mind-set and skill-set, new technology and learning networks, and public-private-community engagement.

The findings of this paper can be used to identify some of the key challenges of Thai higher education in achieving the aims of Thailand 4.0.

The findings of this paper have demonstrated that successfully implementation of Thailand 4.0 requires both educational and cultural reform.

This research conducted by the author in 2013-2015 showed that some important reforms are being implemented to achieve some of the aims of Thailand 4.0.

The world is changing rapidly and unexpectedly. COVID-19 is a warning sign that future generations need to be prepared for the volatile, uncertain, complex and ambiguous (VUCA) world where more complex situations remain to be seen. Students from all walks of life should have equal access to quality education that can equip them with skills to cope with new challenges. Although the inclusion of students with special needs in Thailand has allowed them to have academic and social interaction with non-special needs students in higher education institutions, little is known regarding how COVID-19 has impacted them and how they have navigated online learning. What are the learning challenges that college students with special needs face? Digital learning in response to the COVID-19 pandemic can be an even more significant challenge for students with special needs. However, some of them may feel online learning is a lifeline and a nice learning accommodation. Is it possible that they may want to continue to stay in remote accommodations, even if face-to-face classes resume? Would any of the practices return to normal and be fruitful for the VUCA world? Using data collected through in-depth interviews, this chapter identifies learning challenges confronting special-needs college students through the lens of a right-based approach and how inclusive digital learning can turn these challenges into opportunities and help these students flourish in a VUCA future. This chapter begins with a brief historical background of inclusive education policy in Thailand's higher education institutions. The chapter then, using a case study of KU, Thailand, identifies and discusses existing challenges and problems currently facing special needs learners and analyses how universities can help them to deal with and overcome such challenges. Finally, the chapter discusses the opportunities and challenges of how inclusive digital learning can play a pivotal role in elevating the learning experience and outcomes of Thai college students with special needs in the VUCA World.

Throughout the course of its history, Thailand has thrived on international commerce and interacting with global forces. During the past two centuries, Thailand has faced a progression of events threatening its self-definition requiring very conscious educational and cultural reform policies to offset the advances of globalized movements. The first series of reforms began to take place in the late 19th century and served as a defensive measure to fend off the onslaught of European colonial activity and to unify a disjointed society. This reform was used to primarily centralize the cultural and religious authority and power of the kingdom, while assimilating the local/regional/rural areas through education. The most recent reform in late 20th century was devised to fend off global market forces and to unify a disjointed society through a strategy of decentralization and educational reform. Both these reforms were countered with strong resistance movements that reflect a resistance heritage that aspires to civil society.

The purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast Asian Nations (ASEAN) among policymakers, enablers (lecturers) and receivers (students), within globalisation, referred here as the Fourth Industrial Revolution (4IR).

This study used a mixed method research design using quantitative data from a Likert scale of 1–5, involving: (1) Not Ready; (2) Ready; (3) No Sure; (4) Quite Ready and (5) Extremely Ready. Open-ended questions formed the qualitative approach taken by the researchers to uncover the richness of the respondents' perceptions of Education 4.0. The test items reliability index of 0.744 drew quantitative data from the perspective of the educational policymakers, enablers and receivers to reveal their collective definition of each construct (knowledge, industry and humanity).

This study has exposed the importance of knowing and capturing the interrelated components of an educational ecosystem that exists in higher education (HE) within the ASEAN region. The personal readiness of respondents towards Education 4.0 is very high; yet concern was raised about the financial and managerial readiness of institutions across the region.

This study highlighted the dynamic nature of the HE ecosystem and the connectivity between the elements of Education 4.0 – knowledge, industry and humanity within the ASEAN region.