Pub Date : 2024-06-03DOI: 10.1177/20965311241256366
Ming Li (李明), Futao Huang (黄福涛)
This study investigates the motivations, contributions, and challenges faced by international researchers employed at Japanese companies. It utilizes Tomlinson's Graduate Capital Model to gain insight into their experiences. This study employs Tomlinson's Graduate Capital Model as an analytical framework to analyze data from semi-structured interviews with 15 international researchers, focusing on their experiences and perspectives. The study indicates that international researchers' motivations to work in Japanese companies include professional advancement, the research environment, academic opportunities, economic factors, and cultural elements. Language proficiency in Japanese and English significantly influences career choice and mobility. The post-COVID era impacts their mobility, with funding availability, institutional support, and policy changes playing critical roles. In addition, this study highlights the need for holistic support, multilingualism, and multicultural integration among Japanese companies to enhance their competitiveness in the global talent market. This study fills a significant gap by offering a deeper understanding of the experiences of international researchers in Japanese companies, and by delivering insight and practical implications for policy considerations and talent management strategies in a rapidly evolving and increasingly globalized labor market.
{"title":"The Experiences of International Researchers in Japanese Companies: A Graduate Capital Perspective","authors":"Ming Li (李明), Futao Huang (黄福涛)","doi":"10.1177/20965311241256366","DOIUrl":"https://doi.org/10.1177/20965311241256366","url":null,"abstract":"This study investigates the motivations, contributions, and challenges faced by international researchers employed at Japanese companies. It utilizes Tomlinson's Graduate Capital Model to gain insight into their experiences. This study employs Tomlinson's Graduate Capital Model as an analytical framework to analyze data from semi-structured interviews with 15 international researchers, focusing on their experiences and perspectives. The study indicates that international researchers' motivations to work in Japanese companies include professional advancement, the research environment, academic opportunities, economic factors, and cultural elements. Language proficiency in Japanese and English significantly influences career choice and mobility. The post-COVID era impacts their mobility, with funding availability, institutional support, and policy changes playing critical roles. In addition, this study highlights the need for holistic support, multilingualism, and multicultural integration among Japanese companies to enhance their competitiveness in the global talent market. This study fills a significant gap by offering a deeper understanding of the experiences of international researchers in Japanese companies, and by delivering insight and practical implications for policy considerations and talent management strategies in a rapidly evolving and increasingly globalized labor market.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141269164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.1177/20965311241231970
Jun Li (李军), Garima Jha
{"title":"Improving Education for a More Equitable World: Social Justice Perspectives","authors":"Jun Li (李军), Garima Jha","doi":"10.1177/20965311241231970","DOIUrl":"https://doi.org/10.1177/20965311241231970","url":null,"abstract":"","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141407622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-01DOI: 10.1177/20965311241232429
Jing Lin (林静), Shue-kei Joanna Mok, Virginia Gomes
Highlights In this article, we contend that the bedrock of an equitable world lies in the profound recognition of love as the fundamental force permeating the cosmos. We believe that love is built into the essence of who we are. We posit that genuine progress toward an equitable world is elusive unless we place love, both for one another and for the natural world, at the core of our educational endeavors.
{"title":"Embodying Deeply Held Values in Education: Seeking a More Equitable World for Both Humans and Non-Humans","authors":"Jing Lin (林静), Shue-kei Joanna Mok, Virginia Gomes","doi":"10.1177/20965311241232429","DOIUrl":"https://doi.org/10.1177/20965311241232429","url":null,"abstract":"Highlights In this article, we contend that the bedrock of an equitable world lies in the profound recognition of love as the fundamental force permeating the cosmos. We believe that love is built into the essence of who we are. We posit that genuine progress toward an equitable world is elusive unless we place love, both for one another and for the natural world, at the core of our educational endeavors.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141412472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-24DOI: 10.1177/20965311241256364
Y. Soysal
The current study aimed to identify the distances between a science teacher's intuitive reasoning and researchers’ systematic analysis of various aspects of science classroom discourse. An expert science teacher, given the pseudonym Jake, engaged in self-reflective processes regarding different aspects of classroom discussions to assess the variations and similarities between the teacher's intuitive estimations and the researchers’ data-based reasoning. Data collection involved in-depth interviews and video recording. Six aspects of science classroom discourse were considered to elucidate the distances: structure, interactional pattern, verbal sequence, typology, cognitive demand, and communicative approaches. The quantitative distances between Jake's estimations and systematic observations of the six aspects of science classroom discourse varied across different aspects of the observed science lesson. While no consistent pattern was observed in the distances, there were increasing and decreasing gaps between the different aspects of science classroom discourse. Considering the contemporary arguments on human cognition and the professional development of science teachers, potential reasons for the differences were explored. Educational recommendations were provided, particularly regarding supporting science teachers’ journey toward becoming reflective inquirers or researcher-teachers.
{"title":"Distinguishing Intuitive and Deliberative Reasoning Regarding Different Aspects of Science Classroom Discourse","authors":"Y. Soysal","doi":"10.1177/20965311241256364","DOIUrl":"https://doi.org/10.1177/20965311241256364","url":null,"abstract":"The current study aimed to identify the distances between a science teacher's intuitive reasoning and researchers’ systematic analysis of various aspects of science classroom discourse. An expert science teacher, given the pseudonym Jake, engaged in self-reflective processes regarding different aspects of classroom discussions to assess the variations and similarities between the teacher's intuitive estimations and the researchers’ data-based reasoning. Data collection involved in-depth interviews and video recording. Six aspects of science classroom discourse were considered to elucidate the distances: structure, interactional pattern, verbal sequence, typology, cognitive demand, and communicative approaches. The quantitative distances between Jake's estimations and systematic observations of the six aspects of science classroom discourse varied across different aspects of the observed science lesson. While no consistent pattern was observed in the distances, there were increasing and decreasing gaps between the different aspects of science classroom discourse. Considering the contemporary arguments on human cognition and the professional development of science teachers, potential reasons for the differences were explored. Educational recommendations were provided, particularly regarding supporting science teachers’ journey toward becoming reflective inquirers or researcher-teachers.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141102539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-09DOI: 10.1177/20965311241227451
Xudong Zhu (朱旭东)
Highlights China's global vision of education seeks to address various educational challenges from a global perspective. In terms of geopolitical education, China has geographical advantages for enhancing education collaboration with cultural and economic impact. Despite the global learning crisis, China will continue the opening-up of education and advancing of its global technology leadership. Amid unprecedented global change, driving innovation in education has become a pressing issue in China's education system. China is embracing the diverse opportunities arising from global changes and challenges, seeking to forge stronger international bonds through education.
{"title":"The Global Impact of Chinese Education: Wisdom and Global Vision","authors":"Xudong Zhu (朱旭东)","doi":"10.1177/20965311241227451","DOIUrl":"https://doi.org/10.1177/20965311241227451","url":null,"abstract":"Highlights China's global vision of education seeks to address various educational challenges from a global perspective. In terms of geopolitical education, China has geographical advantages for enhancing education collaboration with cultural and economic impact. Despite the global learning crisis, China will continue the opening-up of education and advancing of its global technology leadership. Amid unprecedented global change, driving innovation in education has become a pressing issue in China's education system. China is embracing the diverse opportunities arising from global changes and challenges, seeking to forge stronger international bonds through education.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-05DOI: 10.1177/20965311241243389
Yi Wei (魏易)
This study uses data from the 2019 China Institute for Educational Finance Research-Household Survey to investigate expenditure on children's education in China. Using descriptive and regression analysis, this study analyzes the level and structure of household expenditure on children's education, the associated disparities, and household financial burden. The average household expenditure on regular full-time education nationwide was RMB 8,139 per child, accounting for 10.8% of total household expenditure. On average, 24.4% and 15.5% of elementary and high school students participated in out-of-school subject- and interest-oriented tutoring in AY 2018–2019, respectively. On an average, it costs a household approximately RMB 233,000 to educate a child from preschool to the undergraduate level. The total investments in regular full-time education nationwide were estimated to be RMB 6.2 billion—6.87% of the national Gross Domestic product. Moreover, based on an overview of various statistics on school funding, this study found that several years of public investments in compulsory education and rural schools have significantly reduced the disparities in school funding among income groups. This research is the first report giving a comprehensive picture of household expenditures on education nationwide in China. It provides empirical evidence for exploring policy tools to realize the balanced development of education.
{"title":"Household Expenditure on Education in China: Key Findings From the China Institute for Educational Finance Research-Household Surveys (CIEFR-HS)","authors":"Yi Wei (魏易)","doi":"10.1177/20965311241243389","DOIUrl":"https://doi.org/10.1177/20965311241243389","url":null,"abstract":"This study uses data from the 2019 China Institute for Educational Finance Research-Household Survey to investigate expenditure on children's education in China. Using descriptive and regression analysis, this study analyzes the level and structure of household expenditure on children's education, the associated disparities, and household financial burden. The average household expenditure on regular full-time education nationwide was RMB 8,139 per child, accounting for 10.8% of total household expenditure. On average, 24.4% and 15.5% of elementary and high school students participated in out-of-school subject- and interest-oriented tutoring in AY 2018–2019, respectively. On an average, it costs a household approximately RMB 233,000 to educate a child from preschool to the undergraduate level. The total investments in regular full-time education nationwide were estimated to be RMB 6.2 billion—6.87% of the national Gross Domestic product. Moreover, based on an overview of various statistics on school funding, this study found that several years of public investments in compulsory education and rural schools have significantly reduced the disparities in school funding among income groups. This research is the first report giving a comprehensive picture of household expenditures on education nationwide in China. It provides empirical evidence for exploring policy tools to realize the balanced development of education.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141011293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-17DOI: 10.1177/20965311231213106
Lisa Yiu
Inspired by Kuan-Hsing Chen's “Asia as method,” this study investigates a multicultural approach to education. Using East Asia as the frame of reference, this study explores multiculturalism in middle school classrooms in Chinese Taiwan. Semistructured interviews were conducted with principals, administrators, and teachers at a middle school known for its diversity work. Data were coded based on the conceptual framework and emergent themes analyzed using NVivo. Findings elucidate the harmony-oriented multicultural approach adopted by administrators and teachers to empower the youth to embrace their ethnic heritage. This approach was characterized by three Confucian-influenced features: whole-person development, strengthening of the collective school unit, and a school decision-making approach prioritizing “fairness.” This study investigates the multicultural responses of teachers and schools to student diversity through a nondeficit lens in East Asia, revealing the harmony-oriented practices adopted in this respect. In addition to establishing a foundation for East Asian scholars to explore how teachers respond to student diversity in their respective contexts through an asset lens, the findings of this study advance our understanding of how to recognize differences and maintain social cohesion.
{"title":"A Harmony-Based Approach to Student Diversity","authors":"Lisa Yiu","doi":"10.1177/20965311231213106","DOIUrl":"https://doi.org/10.1177/20965311231213106","url":null,"abstract":"Inspired by Kuan-Hsing Chen's “Asia as method,” this study investigates a multicultural approach to education. Using East Asia as the frame of reference, this study explores multiculturalism in middle school classrooms in Chinese Taiwan. Semistructured interviews were conducted with principals, administrators, and teachers at a middle school known for its diversity work. Data were coded based on the conceptual framework and emergent themes analyzed using NVivo. Findings elucidate the harmony-oriented multicultural approach adopted by administrators and teachers to empower the youth to embrace their ethnic heritage. This approach was characterized by three Confucian-influenced features: whole-person development, strengthening of the collective school unit, and a school decision-making approach prioritizing “fairness.” This study investigates the multicultural responses of teachers and schools to student diversity through a nondeficit lens in East Asia, revealing the harmony-oriented practices adopted in this respect. In addition to establishing a foundation for East Asian scholars to explore how teachers respond to student diversity in their respective contexts through an asset lens, the findings of this study advance our understanding of how to recognize differences and maintain social cohesion.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1177/20965311241240785
S. L. Ramos de Robles, Xochitl Barbosa Carmona, A. J. Gallard Martínez, Juan Alberto Gran Castro
This study aims to develop a transdisciplinary informal curriculum for climate change education (CCE) to increase the adaptive capacity of the small-farm milk-producing sector in Encarnación de Díaz, Jalisco, México. A sustainable rural livelihood framework assessing six types of capital (animal, financial, human, natural, physical, and sociocultural) in a sequential exploratory method design was used to determine the adaptive capacity of 61 milk producers to climate change. Several interrelated aspects of capital are associated with milk producers’ vulnerability to climate change. Dairy farmers’ knowledge is based on traditional, historical, and cultural ways of interacting with their environment. Respecting this knowledge allowed us to use their experiential knowledge to co-jointly develop a CCE model to decrease the vulnerability of each of the six identified types of capital, with financial, human, and sociocultural capital being the most vulnerable. Using local knowledge to cultivate adaptive actions for climate change and reducing the vulnerability of affected communities is essential when developing an informal CCE curriculum.
{"title":"Climate Change Education as an Adaptative Strategy for Dairy Farmers: A Sociocultural Perspective","authors":"S. L. Ramos de Robles, Xochitl Barbosa Carmona, A. J. Gallard Martínez, Juan Alberto Gran Castro","doi":"10.1177/20965311241240785","DOIUrl":"https://doi.org/10.1177/20965311241240785","url":null,"abstract":"This study aims to develop a transdisciplinary informal curriculum for climate change education (CCE) to increase the adaptive capacity of the small-farm milk-producing sector in Encarnación de Díaz, Jalisco, México. A sustainable rural livelihood framework assessing six types of capital (animal, financial, human, natural, physical, and sociocultural) in a sequential exploratory method design was used to determine the adaptive capacity of 61 milk producers to climate change. Several interrelated aspects of capital are associated with milk producers’ vulnerability to climate change. Dairy farmers’ knowledge is based on traditional, historical, and cultural ways of interacting with their environment. Respecting this knowledge allowed us to use their experiential knowledge to co-jointly develop a CCE model to decrease the vulnerability of each of the six identified types of capital, with financial, human, and sociocultural capital being the most vulnerable. Using local knowledge to cultivate adaptive actions for climate change and reducing the vulnerability of affected communities is essential when developing an informal CCE curriculum.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140707374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-12DOI: 10.1177/20965311241242143
Yuting Shen (沈裕挺)
This study examines the impact of international academic mobility on knowledge exchange between China and the West, including its potential benefits and risks, specifically in the humanities and social sciences (HSS) fields. This study employed qualitative research methods; specifically, data were collected through interviews and analyzed using thematic analysis. With increasing knowledge flows in global academia, Chinese HSS scholars are benefiting from international academic mobility. They engage in various activities, such as international visits, conferences, and research collaborations, and praise the role of mobility in building an understanding of Western culture and knowledge, including research dynamics, embodied and encultured knowledge, and location-specific textual materials. However, international mobility has inadvertently exacerbated global knowledge asymmetries, with some Chinese scholars uncritically adopting Western paradigms. Nonetheless, pioneering Chinese HSS scholars aim to promote a two-way knowledge exchange between China and the West by fostering cultural reflexivity and enhancing their global visibility. Chinese HSS scholars serve as an illuminating example in the context of global knowledge asymmetries dominated by the Anglo-American West. These findings have theoretical and practical implications for fostering equitable and inclusive knowledge exchange between Western and non-Western societies through international academic mobility.
{"title":"International Mobility and Knowledge Exchange Between China and the West: A Study of Chinese Humanities and Social Sciences Scholars","authors":"Yuting Shen (沈裕挺)","doi":"10.1177/20965311241242143","DOIUrl":"https://doi.org/10.1177/20965311241242143","url":null,"abstract":"This study examines the impact of international academic mobility on knowledge exchange between China and the West, including its potential benefits and risks, specifically in the humanities and social sciences (HSS) fields. This study employed qualitative research methods; specifically, data were collected through interviews and analyzed using thematic analysis. With increasing knowledge flows in global academia, Chinese HSS scholars are benefiting from international academic mobility. They engage in various activities, such as international visits, conferences, and research collaborations, and praise the role of mobility in building an understanding of Western culture and knowledge, including research dynamics, embodied and encultured knowledge, and location-specific textual materials. However, international mobility has inadvertently exacerbated global knowledge asymmetries, with some Chinese scholars uncritically adopting Western paradigms. Nonetheless, pioneering Chinese HSS scholars aim to promote a two-way knowledge exchange between China and the West by fostering cultural reflexivity and enhancing their global visibility. Chinese HSS scholars serve as an illuminating example in the context of global knowledge asymmetries dominated by the Anglo-American West. These findings have theoretical and practical implications for fostering equitable and inclusive knowledge exchange between Western and non-Western societies through international academic mobility.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140709192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-09DOI: 10.1177/20965311241240486
Jatupol Sangwanglao (จตุพล สังวังเลาว์)
This study was conducted to review the ongoing competency-based education reform in Thailand during the 21st century. In particular, the historical development of Thai competency-based education and the ideological foundation of its competency-based curriculum were explored. Publicly available policy-related documents addressing competency-based education reform in Thailand were reviewed, and key points that established the ideological foundation of the Thai competency-based curriculum were examined. The development of competency-based education reform in Thailand has changed over time in response to government direction and societal conditions. However, unified ideologies for developing competency-based education are lacking, potentially leading to confusion among the various stakeholders involved. The results of this study indicate that although Thailand's competency-based education system has been developed systematically, it lacks clear communication regarding the driving forces behind the curriculum. This policy review investigated the foundations of Thailand's competency-based education reform to highlight the direction and trends of competency-based education in the country. Competency-based education reforms in Thailand differ from international education reforms—they are founded on a standards-based curriculum and are developed further. This distinction should be considered when assessing the necessity of a competency-based curriculum.
{"title":"Competency-Based Education Reform of Thailand's Basic Education System: A Policy Review","authors":"Jatupol Sangwanglao (จตุพล สังวังเลาว์)","doi":"10.1177/20965311241240486","DOIUrl":"https://doi.org/10.1177/20965311241240486","url":null,"abstract":"This study was conducted to review the ongoing competency-based education reform in Thailand during the 21st century. In particular, the historical development of Thai competency-based education and the ideological foundation of its competency-based curriculum were explored. Publicly available policy-related documents addressing competency-based education reform in Thailand were reviewed, and key points that established the ideological foundation of the Thai competency-based curriculum were examined. The development of competency-based education reform in Thailand has changed over time in response to government direction and societal conditions. However, unified ideologies for developing competency-based education are lacking, potentially leading to confusion among the various stakeholders involved. The results of this study indicate that although Thailand's competency-based education system has been developed systematically, it lacks clear communication regarding the driving forces behind the curriculum. This policy review investigated the foundations of Thailand's competency-based education reform to highlight the direction and trends of competency-based education in the country. Competency-based education reforms in Thailand differ from international education reforms—they are founded on a standards-based curriculum and are developed further. This distinction should be considered when assessing the necessity of a competency-based curriculum.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140725445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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