Thailand 4.0 and Educational Transformation: A Mixed-Methods Analysis of Policy Implementation and Human Capital Development in Northeast Thailand
Keywords:
Thailand 4.0, educational transformation, human capital development, northeast Thailand, mixed-methods research, policy implementation, innovation economyAbstract
Background: Thailand's ambitious Thailand 4.0 national development strategy represents a paradigmatic shift toward an innovation-driven knowledge economy, fundamentally challenging traditional educational paradigms and requiring comprehensive human capital development strategies that address regional disparities while preserving cultural identity.
Purpose: This mixed-methods study examines the implementation of Thailand 4.0 educational transformation initiatives across four northeastern provinces (Khon Kaen, Nakhon Ratchasima, Ubon Ratchathani, and Buriram), analyzing critical success factors, persistent barriers, and emerging pathways for sustainable human capital development within Thailand's unique cultural and socioeconomic context.
Methods: Using a convergent parallel mixed-methods design, we collected quantitative data from 456 educational stakeholders across 89 institutions and qualitative data from 48 in-depth interviews with administrators, teachers, and policymakers. Data analysis employed structural equation modeling, thematic analysis, and policy network analysis to examine relationships between transformation dimensions and implementation outcomes.
Results: Three critical transformation patterns emerged: technology-enhanced pedagogical innovation (implemented in 67% of institutions), community-based cultural integration (adopted by 73% of schools), and distributed leadership models (established in 54% of institutions). Institutions implementing comprehensive transformation strategies demonstrated significantly higher performance across student engagement (η² = .34), teacher satisfaction (β = .52, p < .001), and community partnership effectiveness (r = .68, p < .001). However, persistent challenges include rural-urban digital divide issues (affecting 42% of rural institutions), inadequate teacher preparation (reported by 58% of educators), and limited industry-academia collaboration (functioning effectively in only 31% of cases).
Conclusions: Successful Thailand 4.0 implementation in northeastern Thailand requires culturally-responsive integration of digital innovation with traditional Thai educational values, systematic professional development addressing regional capacity constraints, and collaborative governance mechanisms that engage multiple stakeholder groups. The study contributes an empirically-validated framework for educational transformation in developing nation contexts that balances modernization imperatives with cultural preservation priorities.
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