Integrating Transformative Learning into Social Studies Education: A Conceptual Approach for Developing Critical and Civic Competencies in Thai Classrooms

Abstract

This conceptual paper aims to analyze and propose a framework for integrating Transformative Learning into Social Studies education in Thailand. Drawing upon the foundational theories of Mezirow, Freire, and Cranton, as well as UNESCO’s frameworks on Global Citizenship Education (GCED) and Education for Sustainable Development (ESD), the study highlights how Transformative Learning encourages learners to move beyond content acquisition toward perspective transformation. The synthesis reveals that learners can develop critical consciousness through processes of critical reflection, experiential learning, and dialogic learning. In the Thai educational context, integrating this approach into Social Studies can enable students to connect personal experience with social structures, develop social awareness, and foster civic responsibility. Meanwhile, Social Studies teachers are encouraged to shift from being knowledge transmitters to transformative facilitators who create emotionally and intellectually safe spaces for reflective and dialogic learning. The paper recommends integrating Transformative Learning principles into curriculum reform, teacher professional development, and assessment systems to build an education that nurtures not only academic excellence but also ethical and socially responsible learners. Such transformation represents the essence of learning for life and the foundation for a sustainable democratic society.