BLENDED LEARNING AND FLEXIBLE LEARNING TOWARDS A NEW PARADIGM FOR THAI EDUCATION
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Abstract
This academic article aims to synthesize concepts, principles, and analyze the integrative relationship between Blended Learning and Flexible Learning to propose a conceptual framework and a new paradigm for Thai education in the digital era. This study is documentary research, comprehensively reviewing and analyzing relevant literature from both Thai and international scholars. The synthesis reveals that Flexible Learning is a broader educational philosophy aiming to liberate learning from the constraints of time, place, and method by empowering learners with choice and control over their learning trajectory (pace, place, path). Meanwhile, Blended Learning, the purposeful integration of face-to-face classroom instruction and online learning, stands as one of the most effective strategies and modalities for realizing the philosophy of flexible learning. This article analyzes their relationship through key frameworks such as the Community of Inquiry (CoI) and the SAMR Model, demonstrating how advanced blended designs can balance social, teaching, and cognitive presences, and transform learning from mere enhancement to redefinition. However, implementation in the Thai context faces structural and cultural challenges, including the digital divide, teacher competency, inflexible curriculum and assessment, and institutional culture. Policy and practical recommendations therefore focus on creating a comprehensive supportive learning ecosystem, developing teachers into "learning architects," and promoting a culture of lifelong learning to adapt to future changes.
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