Developing a Competency-Based Curriculum for Integrated Learning in Medium-Sized Schools

Abstract

The rapid transformation of global society in the 21st century has challenged educational systems to shift from content-based learning toward competency-based education (CBE). This conceptual article aims to develop an Integrated Competency-Based Curriculum Model (CBC-IL) for medium-sized schools, which often face resource constraints yet hold strong potential for pedagogical innovation. Drawing upon the OECD Learning Framework 2030, UNESCO’s (2021) holistic learning paradigm, Laurillard’s (2012) theory of Teaching as a Design Science, and Trilling and Fadel’s (2009) 21st Century Skills Framework, this paper synthesizes theoretical and practical foundations for integrating competencies into interdisciplinary learning. The proposed CBC-IL model comprises four interrelated components: (1) a competency-based curriculum framework, (2) integrated learning unit design, (3) competency-driven learning processes, and (4) authentic assessment practices. The model was applied in two medium-sized schools and demonstrated significant improvements in teachers’ capacity as learning designers and in students’ development of analytical thinking, communication, and collaboration skills. The findings suggest that the CBC-IL model serves as a viable framework for transforming Thai education through alignment of curriculum, pedagogy, and assessment. It also highlights the importance of empowering teachers, fostering professional learning communities, and leveraging digital tools to achieve holistic human development and sustainable learning for the future.