Journal of education for social transformation

The Effects of Project-Based Learning on Students’ Analytical Thinking Skills

์์์์Navat Sripracha — Fri, 03 Apr 2026 00:00:00 +0700

This study aimed to examine the effects of project-based learning (PBL) on secondary school students’ analytical thinking skills. A quasi-experimental one-group pretest–posttest design was employed with 30 Grade 10 students participating in an eight-week PBL program. The research instruments included: (1) project-based lesson plans, (2) an analytical thinking test, and (3) students’ reflective journals. Quantitative findings revealed that students’ posttest mean scores were significantly higher than their pretest scores (p < .05), particularly in identifying problems, reasoning logically, and evaluating evidence. Qualitative data from reflections and classroom observations indicated that students developed systemic analytical thinking, evidence-based reasoning, and more coherent communication of ideas. These results are consistent with Kolb’s (1984) Experiential Learning Theory and Thomas’s (2000) framework, which view PBL as a process that fosters deep learning through active engagement and reflection. The study concludes that project-based learning is an effective pedagogical approach for enhancing Thai students’ analytical thinking and should be integrated into the competency-based curriculum reform at the secondary level.

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

Sayan Noiwiang — Fri, 03 Apr 2026 00:00:00 +0700

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.

Reflective Teaching for Promoting Deep Learning

Nakhon Sok Chueak, Nattaporn Sochakbut — Fri, 03 Apr 2026 00:00:00 +0700

Education in the 21st century faces challenges arising from rapid changes in society, technology, and the global economy. These transformations require teachers to move from being knowledge transmitters to learning designers who engage in continuous reflection and professional growth. This conceptual article aims to explain and synthesize the concept of Reflective Teaching as a core mechanism for enhancing Deep Learning. Drawing upon classical theories by John Dewey and Donald Schön and integrating modern perspectives, the paper explores how reflective practices can strengthen teacher professionalism, deepen student learning, and reshape the culture of learning within schools. The synthesis reveals that Reflective Teaching enables teachers to become more aware of their own pedagogical processes, engage in metacognitive learning, and design learning experiences that foster analytical thinking and intrinsic motivation among students. Simultaneously, reflection functions as a shared learning cycle between teachers and learners, promoting horizontal, collaborative learning cultures within educational institutions. The article concludes with practical and policy recommendations for integrating reflective practices at the classroom, school, and national levels, highlighting the need to develop Thai educators as lifelong learning teachers and to cultivate a sustainable society of deep learning.

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

Sompong Pankun — Fri, 03 Apr 2026 00:00:00 +0700

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.

Transformational Leadership of School Administrators and the Development of Learning Organization Culture

Phutphat Hongchumphae — Fri, 03 Apr 2026 00:00:00 +0700

This conceptual paper aims to synthesize the relationship between transformational leadership of school administrators and the creation of a learning organization culture by integrating the theoretical perspectives of Burns, Bass, Senge, and Watkins & Marsick with empirical evidence from the Thai educational context. The analysis indicates that transformational leadership functions as a critical mechanism that drives organizational learning through inspirational motivation, shared vision, intellectual stimulation, and individualized consideration. These dimensions encourage teachers and staff to develop shared ownership of the school’s goals and continuous professional growth. Furthermore, the development of a learning organization requires a systemic integration of leadership, organizational structures, and cultural processes. School leaders act as architects of organizational learning, fostering environments that enable collective reflection and knowledge sharing. The paper proposes an integrated conceptual framework—the Transformational–Learning Culture (TLC) Model—that elucidates the interactive dynamics between transformational leadership and learning culture within schools. Finally, the article offers practical and policy implications for educational leadership development in an era of ongoing change.