enhancement students’ innovation and learning skills for...

1

Enhancement Students’ Innovation and Learning Skills for 21st Century and Thailand 4.0: A

Case Study of Mahapajabati Buddhist College, Thailand

Phanommas Bamrungsin

Faculty of Education, Mahamakut Buddhist University, Mahapajabati Buddhist College,

Pakthongchai, Thailand;

[email protected]

Abstract: Currently, the 21st century and Thailand 4.0 are the crucial factor which mainly affect

graduate production in higher education institution (HEI). Both have been intensive means to create

human’s ability for competition. Thus, quality assurance for higher education, Thailand, 2015 had

provided one significant indicator which mentioned that higher education institution has to develop

effetely its students on the innovation and learning skills i.e. innovative skills, critical thinking skills,

creative skills, collaborative skills and so on. In addition, HEI also needs to produce graduates with

meet the needs of users as well. Therefore, this paper has the main purpose to study the gap between

students’ mentioned skills and the needs of graduate users which emphasis on the innovation and

learning skills for the 21st century and Thailand 4.0 in order to provide the effective strategies to

enhance students’ abilities. Five-point Likert scale questionnaire was used for collecting data from

100% of students of faculty of education and graduate users. Researcher selected Mahapajabati

Buddhist College (MBC) as a case study because it is the researcher's work place as well as it also has

to improve effectively on the students’ innovation and learning skills. Therefore, the results of study

can be beneficial to MBC and other institutions as well. Further details will be discussed in the

presentation.

Keywords: Students’ Innovation and Learning Skills, 21st Century and Thailand 4.0, Higher

education, Gap analysis

Introduction

Mahapajabati Buddhist College (MBC) is located in Nakhon Ratchasima province, Thailand

(MBC, 2017). It is the only one female college in Thailand that is established for increasing the

equality for female students. Thus, college offers scholarship to students as a good opportunity for all

Thai and foreign female students to learn in higher education. MBC is operated under the leading of

Mahamakut Buddhist University (MBU), Thailand. It is the eldest Buddhist monastic education

institution in Thailand (MBU, 2017). MBC right now offers the 5 years program of bachelor’s degree

in education which emphasizes on teaching Buddhism and teaching English. According to the flow of

Thailand 4.0 and 21st century thereby, MBC is wakeful to cope and prepare students for both

challenging in this situation. Thus, MBC has considered in this main point especially in this year of its

operation which linked to the last 2 years of QA assessment had suggested that MBC has to prepare

and enhance students effectively for their education 4.0 and 21st learning skills. Thus, in this

suggestion researcher decides to conduct this paper in order to create the strategy to enhance students’

skills with the challenging of Thailand 4.0 and 21st century skills. Thus, the enhancement of students’

skills in Thai education 4.0 and 21st century is the major significance for impelling the quality

graduate production of higher education in now a day. Ministry of Education, Thailand and OHEC

had set the goal together of graduate production in Thailand 4.0 that focused on the enhancing

students’ skills which fulfills the satisfaction of graduate users in Thailand 4.0. They have provided

the strategy to create the integrated education among higher educational institution (HEI) and work

places and graduate users (OHEC, 2017).

However, presently the situation of Thai graduates and workers are necessary to be improved

effectively, Baxter 2017, mentioned that Thailand’s workers came short when their came to apply

their own skills which are necessary in this era such as skills of critical thinking, creativity,

innovation, technical literacy, English, and working in a multidisciplinary manner and so on. The

perception that Thailand’s workforce is simply not competent enough for an increasingly competitive,

knowledge-based global economy and education (Baxter, 2017). In accordance with those

highlighted, it has become the question of this study that “How can we produce graduates which

2

fulfill the needs of graduate users or work place in Thailand 4.0 and 21st century?” The background

of education 4.0 is from the period of 1.0-3.0 economy development. Education 1.0 had the main

purpose to produce human resource in order to serve the agricultural economy and traditional agrarian

society (Green evaluation) (University of Phayao). Education 2.0 was a revolution education that had

focused to produce graduates for working in industry especially light industry, hence to operate the

light industry, the nation had imported substitution and used more natural resources and had a cheap

labor cost and developed the nation by using new technology. Education 3.0, it had continual

developed the approach of technology used became used global network, internet technology to share

and earn knowledge for improving the learning skills (knowledge education)in order to serve the

demand of skillful human resource of heavy industry business and foreign direct investment(Royal

Thai embassy, Washington D.C., 2017).

Currently, education 4.0 has transformed globalization to the innovation’s education, the main

purpose of this education era is to produce graduates which much higher skills on innovation and

digital technology than before. It weighs on the creative and innovative thinking skills to drive and

cross over the poverty of nation for becoming the prosperity and sustainability of economy and

society(University of Phayao).The flow of this phenomenon is very strong. All levels and educational

institutions have been forced to enhance their potential by the innovative standard of students.

Puncreobutr 2017 had given the idea of the students’ innovative skills for education 4.0 which

consists of leadership, collaboration, creative, digital literacy, effective communication, emotional

intelligence, entrepreneurship, global citizen, problem-solving and teamwork. In addition, in order to

become intelligent people, students will need the skills of critical thinking, creativity and innovation,

cross-cultural understanding, information and media literacy, career and learning skills. These

necessary various skills can be the foundation of the intelligent nation (Puncreobutr, 2017).

Thus both flows of education 4.0 and the 21st century education run in relevant paths and

support each other. OHEC 2014 had provided the standard criteria for internal quality assurance in

education which HEI has to support and develop student skills for the 21st century in these vital skills

that most people view as the very important skills in this century which are: “1) The learning and

innovation skills which consists of (1) critical thinking and problem solving; (2) innovation and

creativity; and (3) communication and collaboration. 2) The Information, media and technology

skills, which consists of information literacy, media literacy and ICT literacy. 3) The Life and career

skills, which consists of adaptability and flexibility, initiative and self-direction, social and cross-

cultural interaction, accountability and productivity, and leadership and social responsibility (OHEC,

2014)”. Other than this OHEC 2006, also pushed domains of learning of the Bachelor’s degree

students that must be improved their own skills to meet the standard of the 21st century and good

characteristics of graduates.

Hence, The methods in producing graduates needs to be done according to the 5 domains of

learning of the Qualifications Framework for Higher Education, Thailand (TQF: HE) 2006 which are

“1) Ethical and moral development 2) Knowledge development 3) Cognitive skills 4) Interpersonal

skills and responsibility 5) Analytical and communication skills (OHEC, 2006)” in order to ensure the

quality of graduates and ensure consistency in standards and award titles for higher education

qualifications (OHEC, 2006). Furthermore, TQF: HE 2006 also provided and suggested the well

graduate’s characteristics for Bachelor’s degree i.e. “take initiative in identifying and resolving

problems, apply the theoretical insights and methods of inquiry from their field of study in

considering issues and problems in other contexts (OHEC, 2006)”.Therefore, it can be concluded that

the production of the graduates is as an important and challenge responsibility for HEIs in order to

fulfill the needs and compete in the 21st century and globalization. Ministry of education, Thailand has

provided the 20 years strategic plan (2017-2036) which under the vision of security, prosperity and

sustainability for Thailand 4.0 and the 21st century. The emphasized educational point is the

enhancing of graduate producing, human resource development and research in order to compete

internationally by enhancing educational standard, curriculum development, teaching-learning media

and language skills of teachers (Ministry of education, 2017).

Hence, the preparation of the nation for competition with other nations in the era of

globalization, the 21st century and Thailand 4.0. The emphasis on English skills’ acquisition was

stressed practically(Kaur, A., D. Young and R. Kirkpatrick, 2016). Thus, the English skills’

enhancement strategy is the first priority to be done for Thailand 4.0. The using of educational

3

application will be applied to improve English skills in order to enhance the standard of learning for

strengthening the quality of education. Besides this, the strategy to improve the ethics, morals,

conscious mind, life skills, civic education global citizen and so on is pushed for strengthening the

stability of the nation as well. Furthermore, innovations, research, digital technology, ICT in

education are also essential for national strategic plan for Thai education 4.0 and the 21st century

(Ministry of education, 2017). In accordance with the mentioned subject matters of ministry of

education and OHEC’s strategies and plan. The essential skills of Thailand 4.0 and the 21st century

can be gathered into 3 groups and can be offered the meaning of each skill as follows:

Group1: Innovation skills which consist of (1) Innovative thinking (2) Creative thinking and (3)

Critical thinking.

1.1) Innovative thinking means the skills to judge, consider or contemplate in order to

produce, create the featuring new methods; advanced and original (English oxford living

dictionary, 2017) such as produce new media design, application and evaluation for

learning and working (MBU-MBU, 2016f).

.

1.2) Creative thinking means emphasizes the skills of generative or divergent in positive way,

the ability to imagine or invent something new in order to improve the learning, working,

profession and so on (MBU-MBU, 2016d).

1.3) Critical thinking and problem solving means self-guided, self-disciplined thinking which

attempts to reason at the highest level of quality in a fair-minded way. People who think

critically consistently attempt to live rationally, reasonably, empathically etc. They are

keenly aware of the inherently flawed nature of human thinking when left unchecked

(The critical thinking community, 2017). Hence, the critical thinking in the same way of

Buddhist context also refers to the cognitive and wisdom skills that one can be able to

analyze the cause of problems, looking for the suitable ways to solve the problems, has an

initiative skill to fine the available approach for preventing the problem in the various and

suitable context of culture, society, background and field of study (MBU-MBU, 2016e).

Group 2: Digital and information skills which consist of (1) Digital literacy (2) ICT literacy and (3)

Media literacy

2.1) Digital literacy means the skill to selecting sources of information for research using

digital technology in information retrieval; collecting and evaluating information

qualities; analyzing and synthesizing information; writing reports and referencing;

security, effects, ethics, morals, and laws regarding media and digital technology using

2.2) ICT literacy means the perception of principles and importance of IT system and

information system in researching; usage of IT and other media in research and electronic

database in order to develop communication and online learning, researching, writing

reports of one’s research and ethics of IT usage (MBU-MBU, 2016c).

2.3) Media literacy means understand the different types of suitable method for learning to

teaching, production and selection to use media for learning, application of Information

Technology for learning-teaching, the various kinds of instructional method and different

types of natural media and wisdom media for learning-teaching, the effective

instructional media for development of the system of Information Technology, internet

and computer to help teach in professional area MBU-MBU, 2016d.

Group 3 Life and career skills which consist of (1) Adaptability, flexibility and collaborative skills

(2) Self-direction for the desirable value skills (3) Civic and global citizen and (4) English skills

Life skills means knowing and understanding self and others; rational thinking and analyzing;

systems and holistic thinking; creative decision-making and problem-solving; self-directed learning in

a context of lifelong learning; work-life balance; sufficiency in living; self-care; stress and emotion

management; solutions to life issues (SUT, 2017a) Career skills means professional abilities that

emphasizes on teaching skills with major responsibilities for learning and teaching and

encouragement of learning among learners through various methods in educational institutions at

levels of early childhood , basic , and lower-than-degree education provided by both public and

private sectors (Teachers’ council of Thailand, 2013)

3.1) Adaptability, flexibility and collaborative skills means the abilities to live and adjust

property and timely Thailand 4.0 and the 21st century’ society, social interaction

4

especially ASEAN and global interaction for the learning or working’s achievement. In

addition the collaborative skills is very crucial in this current situation, this means the

ability to work with others, collaborate with many people who may have different

backgrounds, ideas, beliefs, or knowledge in order to attain the achievement.

3.2) Self-direction for the desirable value means personal ethics and professional ethics such

as self – discipline, love and have faith in their profession, discharge their responsibilities

with integrity as well as according to TQF: HE2006 which are“1) Ethical and moral 2)

Knowledge 3) Cognitive Skills 4) Interpersonal skills and responsibility 5) Analytical and

communication skills(OHEC, 2006)”

3.3) Civic and global citizen means an awareness of ethics, good governance and

responsibility on social conscience especially one’s role and duties as a good civic and

global citizen. Understand a holistic application of ethics in society, preventing and

solving problems of corruption and building social well-being according to ethical

teachings (MBU-MBU, 2016a). In addition, understand the important concepts of

international relations; international organizations; transboundary impacts of global

phenomena (SUT, 2017b)

3.4) English skills means usage of 4 English skills which are listening, speaking, reading and

writing for learning and working in daily life such as giving information, making

summary and expressing opinions; strategies of listening, speaking, reading and writing

in daily life; citations and usage of dictionary for reading and writing based on

Information system and electronic databases (MBU-MBU, 2016b). Teachers’ council of

Thailand, 2013 presently enforced all graduate teachers who would like to be government

teacher must pass a TOEIC examination at least 400 score or equivalent of English

proficiency test such as IELT or TOFEL.

According to the essential skills above, they have shown the relevant obviously on the

necessary learning skills in this era as well as the necessary of the cooperation between nation and

international with the satisfaction of work place and graduate users. It becomes the question of this

research is “What the users need and how MBC can create the needed and skillful graduate which is

suitable for them and this era?”

Significance of the study

The findings of this research will be feed backed to the college as the significance for creating

the strategies to enhance students’ skills for Thailand 4.0 and the 21st century as well as to close the

gap between graduate producer (MBC) and users (School, educational institution and society).

Objectives of the study This study has the main purpose to study the gap between students’ skills and needs of

graduate users which emphasis on the 3 groups of essential skills for the 21st century and Thailand 4.0

in order to provide the effective strategies to enhance students’ skills and abilities for closing the gap

between producer and users.

Scope and limitation of the study

The study will scope on the students of MBC and graduate users of MBC. The limitation of

this study will be limited by the content area of the concept of Thailand 4.0 and the 21st century which

based on the educational 20 years plan of Ministry of education and latest IQA manual, 2014 provided

by OHEC, Thailand.

Methodology

Participants

As MBC has only 96 students of 2016 academic year is as a small number of student

therefore they were all selected to be participants of this research (100% of 55 participants from

teaching Buddhism program (TBP) and 41 participants from teaching English program (TEP)) from

faculty of education. Besides this, the 17 graduates who were 10 participants of TBP and 7

5

participants of TEP. There were 17 graduates users who were 10 participants of TBP and 7

participants of TEP of the last academic year, all were selected for participant as well (100%).

Instrument of research

This is a quantitative method research which used the five-point Likert scale questionnaire as

an instrument of collecting the data from participants. It was designed according to the meaning of 3

groups of essential skills for the 21stcentury and Thailand 4.0. Where they are:

Group 1: The learning and innovation skills which consist of 1.1) Innovative thinking 1.2)

Creative thinking 1.3) Critical thinking and problem solving

Group 2: Digital information use skills which consist of 2.1) Digital literacy 2.2)

Information literacy 2.3) Media literacy

Group 3: Life and career skills which consist of 3.1) Adaptability, flexibility and

collaboration3.2) Self-direction for the desirable value 3.3) Civic and global citizen 3.4)

English skills, total 10 main skills

These questions were used for assessing participants’ opinion on those skills for all 3 groups of

participant. It was tested the reliability and validity from 3 experts by using index of item objective

congruence approach (IOC), 0.67-1.00 was the range of IOC value. After finishing the IOC testing,

then it was tested again for the availability by the 8 people who were similar to participants. Then the

questionnaire was edited and improved again to be more appropriate to collecting the data.

The meaning of five-point Likert scale can be provided according to the IQA meaning which

provide by OHEC 2014, the details are as follows:

- Meaning of 1-5:

1= poor, 2 = fair, 3 = good, 4 = very good and 5 = excellent

- Quality meaning of Mean (M):

0.01 – 1.50 urgently needs improvement;

1.51 – 2.50 needs effective improvement;

2.51 – 3.50 fair;

3.51 – 4.50 good;

4.51 – 5.00 excellent.

Research design

Procedure: Data collection

Data of this research had divided into two parts according to the sources of data were as

follows: (1) Primary data, it was collected from the questionnaire of participants. (2) Secondary data,

it was collected from the review literatures of theories, concepts, principles and research papers. The

cross-sectional approach was used to collecting the data which was in a one time period from April-

August, 2017.

Data analysis

Data analysis was done by using the descriptive statistics i.e. Mean (M), Standard Deviation

(SD) and Variance compare the data between data as a gap analysis of Mean value of current students,

graduates and graduate users with the goal good quality level from 3.51 and above.

Group 1: Graduate’s

users

Group 2: Graduates

Group 3: Current

students

Compare the

results among 3

groups of

participant

Create strategies

to enhance

students’ skills

in order to close

the gap and

achieve the

good quality

Conclusion the

3 groups of

participant’s

results and

compare with

the goal which

is a good level

6

Results The analysis results are presented in several tables and bar graphs according to 3 main groups

of participants which are 1) 17 graduate users 2) 17 graduates 3) 96 current students, the total 130

participants. The results of these 3 groups can be presented according to the 3 groups of essential

Thailand 4.0 and the 21st century skills, there are 10 main points from all groups. The results are

reported by using the values of Mean (M), SD, Variance and Quality level accordance with IQA

(OHEC, 2014) details are as follows:

Table 1: The analysis results of 17 graduate users who analyzed 17 graduates

No. Thailand 4.0 and 21st Century Skills M SD Variance Quality

Level

1 The learning and innovation skills 3.22 0.62 0.61 Fair

1.1 Innovative thinking 2.76 0.56 0.32 Fair

1.2 Creative thinking 3.41 0.51 0.26 Fair

1.3 Critical thinking and problem solving 3.50 0.52 0.27 Fair

2 Digital information use skill 3.43 0.78 0.61 Fair

2.1 Digital literacy 2.71 0.47 0.22 Fair

2.2 Information literacy 4.06 0.66 0.43 Good

2.3 Media literacy 3.53 0.51 0.26 Good

3 Life and career skills 2.89 0.87 0.76 Fair

3.1 Adaptability, flexibility and collaboration 3.18 0.39 0.15 Fair

3.2 Self-direction for the desirable value 4.35 0.49 0.24 Good

3.2 Civic and global citizen 4.00 0.71 0.50 Good

3.4 English skills 2.65 0.61 0.37 Fair

Average 3.41 0.78 0.61 Fair

Table 1 shows that there are 4 main points which are information literacy, media literacy and

self-direction for the desirable value and civic and global citizen can attain the good level and other

main points are in the fair level, the highest score is no.3.2 self-direction for the desirable value (4.35)

and the lowest score is no. 3.4 English skills (2.65). The average score is 3.41, fair level.

Table 2: The analysis results of 10 graduate users who analyzed 10 graduates of TBP

No. Thailand 4.0 and 21st Century Skills M SD Variance

Quality

Meaning






7



2.3 Media literacy 3.40 0.52 0.27 Fair





3.4 English skills 2.30 0.48 0.23 needs

effective

improvement


Table 2 shows that there are 3 main points which are 1) information literacy, 2) self-direction

for the desirable value and 3) civic and global citizen can attain the good level and other main points

are in the fair level, the highest score is no.3.2 self-direction for the desirable value (4.40) and the

lowest score is no. 3.4 English skills (2.30). The average score is 3.39, fair level.

Table 3: The analysis results of 7 graduate users who analyzed 7 graduates of TEP


Quality

Meaning




1.3 Critical thinking and problem solving 3.57 0.53 1.24 Good




2.3 Media literacy 3.71 0.49 1.34 Good

3 Life and career skills 3.68 3.68 0.52 Good





Average 3.44 0.69 0.48 Good

Table 3 shows that there are 5 main points which are 1) critical thinking and problem solving

2) information literacy 3) media literacy 4) self-direction for the desirable value and 5) civic and

global citizen can attain the good level and other main points are in the fair level, the highest score is

8

no.3.2 self-direction for the desirable value (4.29) and the lowest score is no. 1.1 Innovative thinking

(2.57). The average score is 3.44, fair level.

Table 4: The analysis results of 17 graduates (TBP and TEP)who analyzed themselves.


Meaning







2.2 Information literacy 3.35 0.49 0.24 Fair








Table 4 shows that there are 2 main points which are 1) self-direction for the desirable value

and 2) civic and global citizen can attain the good level and other main points are in the fair level, the

highest score is no.3.2 self-direction for the desirable value (4.06) and the lowest score is no. 3.4

English skills(2.59). The average score is 3.31, fair level.

Table 5: The analysis results of 10 TBP graduates who analyzed themselves.


Quality

Meaning










9


Quality

Meaning




3.4 English skills 1.90 0.57 0.32 Need

effective

improvement


Table 5 shows that there are 2 main points which are 1) self-direction for the desirable value

and 2) civic and global citizen can attain the good level and other main points are in the fair level, the

highest score is no.3.2 self-direction for the desirable value (4.10) and the lowest score is no. 3.4

English skills (1.90). The average score is 3.25, fair level.

Table 6: The analysis results of 7 TEP graduates who analyzed themselves.


Quality

Meaning









3 Life and career skills 3.71 0.71 0.51






According to the table 6, it presents that there are 2 main points which are 1) self-direction for

the desirable value and 2) civic and global citizen can attain the good level and other main points are

in the fair level, the highest score is no.3.3 Civic and global citizen (4.17) and the 2 issues of the

lowest which are innovative thinking and digital literacy. The average score is 3.39, fair level.

10

Table 7: The analysis results of 96 MBC current students who analyzed themselves.


Quality

Meaning















According to the table 7, it presents that there are 2 main points which are 1) self-direction for

the desirable value and 2) civic and global citizen can attain the good level and other main points are

in the fair level, the highest score is no.3.2 Self-direction for the desirable value (3.99) and the lowest

is no.3.4 English skills (2.59). The average score is 3.24, fair level.

Table 8: The analysis results of 55 TBP current students who analyzed themselves.


Meaning












11


Meaning


3.4 English skills 2.20 0.70 0.50 Need

effective

improvement


The table 8, it presents that there are 2 main points which are 1) self-direction for the

desirable value and 2) civic and global citizen can attain the good level and other main points are in

the fair level, the highest score is no.3.2 Self-direction for the desirable value (4.18) and the lowest is

no.3.4 English skills (2.20: Need effective improvement). The average score is 3.21, fair level.

Table 9: The analysis results of 41 TEP current students who analyzed themselves.


Quality

Meaning















The table 9, it presents that there are 2 main points which are 1) self-direction for the

desirable value and 2) civic and global citizen can attain the good level and other main points are in

the fair level, the highest score is no.3.2 civic and global citizen (3.85) and the lowest is no.1.1 E

Innovative thinking (2.76). The average score is 3.28, fair level.

Table 10: The conclusion of Mean (M) of 3 groups of participant which are group 1: graduates, group

2: graduates and group 3: current students.

No. Thailand 4.0 and 21st Century Skills M of Group 1

Graduate users

(17 par)

M of

Group 2

Graduate

(17 par)

M of

Group 3

Student

(96 par)

M of

Group

1-3

Quality

Meaning

12

1 The learning and innovation

skills 3.22 3.2 3.12 3.18

Fair

1.1 Innovative thinking 2.76 3 2.85 2.87 Fair

1.2 Creative thinking 3.41 3.35 3.3 3.35 Fair

1.3 Critical thinking and problem

solving 3.5 3.24 3.21 3.32

Fair

2 Digital information use skill 3.43 3.18 3.2 3.27 Fair

2.1 Digital literacy 2.71 2.82 2.98 2.84 Fair

2.2 Information literacy 4.06 3.35 3.44 3.62 Good

2.3 Media literacy 3.53 3.35 3.19 3.36 Fair

3 Life and career skills 2.89 3.07 3.51 3.16 Fair

3.1 Adaptability, flexibility and

collaboration 3.18 3.35 2.97 3.17

Fair

3.2 Self-direction for the desirable

value 4.35 4.06 3.99 4.13

Good

3.2 Civic and global citizen 4.00 3.94 3.88 3.94 Good

3.4 English skills 2.65 2.59 2.59 2.61 Fair

Average 3.51 3.48 3.37 3.45 Fair

The table 10, it presents that there are 3 main points which are 1) information literacy 2) self-

direction for the desirable value and 3) civic and global citizen can attain the good level and other

main points are in the fair level, the highest score is no.3.2 civic and global citizen (4.31) and the

lowest is no.1.1 E Innovative thinking (2.61). The average score is 3.45, fair level.

Table 11: The conclusion of Mean (M) of 3 groups of participant.

No. Thailand 4.0 and 21st Century Skills M of

3 groups

Goal

(3.51 Good Level)

% to close a gap

(100-(M-3.51*100))

1 The learning and innovation skills 3.18 3.51 9.40

1.1 Innovative thinking 2.87 3.51 18.23

1.2 Creative thinking 3.35 3.51 4.46

1.3 Critical thinking and problem solving 3.32 3.51 5.51

2 Digital and information skill 3.27 3.51 6.84

2.1 Digital literacy 2.84 3.51 19.18

2.2 Information literacy 3.62 3.51 Satisfy

2.3 Media literacy 3.36 3.51 4.37

3 Life and career skills 3.16 3.51 10.07

3.1 Adaptability, flexibility and

collaboration 3.17 3.51 9.78

13

No. Thailand 4.0 and 21st Century Skills M of

3 groups

Goal

(3.51 Good Level)

% to close a gap

(100-(M-3.51*100))

3.2 Self-direction for the desirable value 4.13 3.51 Satisfy

3.3 Civic and global citizen 3.94 3.51 Satisfy

3.4 English skills 2.61 3.51 25.64

The learning and innovation skills 3.45 3.51 1.61

According to the table 11, this is the conclusion of Mean (M) of 3 groups of participant. The

goal of the enhancement is provided with 3.51 score, it means all main points are in a good level.

However, there are 3 main points that are in the good level and satisfy already, where they are 1)

no.2.2 Information literacy, 2) no. 3.2 Self-direction for the desirable value and 3.3) no.3.3 Civic and

global citizen. To present the gap between the M (Column 3) and the goal setting (Column 4)

effectively. Thus, the approach of using percentage (%) to set the priority of the skills in order to close

a gap perceptively. This is created by using the mathematic formula that is 100-(M-(3.51*100)). Then

the % to close a gap can be calculated and presented correctly. All the % of enhancement can be seen

obviously in the last column of the table 11. The highest % of all main point is no. 3.4 that is 25.64%,

that means this main point has to be the first priority for effective and active enhancement.

To present the gap of real score and goal score clearly. Therefore, it can be shown in the

figure 1 (bar graph) as below:

Figure 1: The bar graph of mean value (M) of real score when compares with goal setting (3.51 Goal

level)

14

The figure 1 shows that there are information literacy, self-direction for the desirable value,

civic and global citizen are in the satisfaction level (3.51 and above).

Besides this, when using the % to close a gap to summarize in the table 12 as well as make

the barograph of the highest % to lowest% of the skills. The highest % to lowest % means the priority

of the enhancement of those skills prospectively. The details are presented in the table 12 and the

figure 2 as follows:

Table 12: The % to close a gap of each skill

No. Thailand 4.0 and 21st Century Skills % to close a gap

(100-(M-3.51*100))

1 English language 25.64

2 Digital literacy 19.18

3 Innovative thinking 18.23

4 Adaptability, flexibility and collaboration 9.78

5 Critical thinking and problem solving 5.51

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

Innovat

ive

Th

ink

ing

Cre

ativ

e th

ink

ing

Cri

tica

l th

inkin

g a

nd p

rob

lem

solv

ing

Dig

ital

lit

erac

y

Info

rmat

ion l

iter

acy

Med

ia l

iter

acy

Adap

tabil

ity,

flex

ibil

ity a

nd

coll

abo

rati

on

Sel

f-dir

ecti

on f

or

the

des

irab

le v

alu

e

Civ

ic a

nd g

lob

al c

itiz

en

En

gli

sh s

kil

ls

Av

erag

e1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 3.3 3.4

2.87

3.35 3.32

2.84

3.623.36

3.17

4.133.94

2.61

3.45

Thailand 4.0 and the 21st Century Skills

M

Goal

Level

3.51

15

No. Thailand 4.0 and 21st Century Skills % to close a gap

(100-(M-3.51*100))

6 Creative thinking 4.46

7 Media literacy 4.37

Average 1.61

Figure 2: The bar graph of % of enhancement priority from the highest to the lowest skills

The 10 skills are needed to enhance perspective from 1- 7 skills which are 1) English

language 2) Digital literacy 3) Innovative thinking 4) Adaptability, flexibility and collaboration 5)

Critical thinking and problem solving 6) Creative thinking 7) Media literacy. % of gap of English

skills is much greater than others, so it should be urgently and effectively enhanced as soon as

possible. However, as mentioned before that they are 3 skills that are satisfied, those will not be

considered to enhance actively but however those should continue strengthen and remain in a good

level at least.

Moreover, when those 3 main essential skills groups which are 1) The learning and

innovation skills 2) Digital information use skill and 3) Life and career skills are compared among

themselves of the % to close a gap (Enhancement). The results can show in the table 13 and the figure

3.

Table 13: The % to close a gap of 3 main essential skills group

Group Thailand 4.0 and 21st Century Skills % to close a gap (100-

(M-3.51*100))

1 The learning and innovation skills 9.40

2 Digital and information skill 6.84

0.00

5.00

10.00

15.00

20.00

25.00

30.00

% to close a gap (100-(M-3.51*100))

25.64

19.1818.23

9.78

5.514.46 4.37

English language

Digital literacy

Innovative Thinking

Adaptability and flexibility in

the Thailand 4.0 and 21st

century

Critical thinking and problem

solving

Creative thinking

16

3 Life and career skills 10.07

Average 1.61

Figure 3: The % to close a gap of 3 main essential skills group (Enhancement)

According to those 3 main groups above, life and career skills group (10.70) is the first group

that should be enhanced, second is the learning and innovation skills group (9.40) and the last group is

Digital and information skill(6.84).

Conclusion and discussion

In accordance with the enhancement percentage (% of gap) in order to close the gap of the

needs of graduate users and graduate skills in Thailand 4.0 and the 21st century of those 7 essential skills

prospectively which are 1) English skills 2) Digital literacy 3) Innovative thinking 4) Adaptability,

flexibility and collaboration 5) Critical thinking and problem solving 6) Creative thinking and 7) Media

literacy. Especially the % of gap of English skills is much greater than other 6 skills, so it should be

urgently and effectively enhanced as soon as possible. Moreover, those 3 main skills groups are

compared among themselves. The comparison results have shown clearly that the group of life and

career skills is the first group that should be enhanced because the lowest score of English skills hauls

other skills in the group, the second group is the learning and innovation skills and the last group is the

digital and information skills. Therefore, the seven outstanding strategies to enhance MBC students and

graduates of both TBP and TEP, faculty of education are created, details as follows:

1) To enhance English skills effectively, it should provide the policy and mission to improve

students’ English as the first important skill and goal of education as well as should apply the English

application such as mobile application for improving students’ learning skills (Ministry of education,

2017). Thus, students can use it everywhere, anytime and anyplace that they want to learn and do

English exercises and also should provide the various extra-curricular activities/program such as

English camps, educational trips and so on. Furthermore, should arrange the TOEIC training program

from the beginning of study until they graduate, especially should encourage and require all students to

pass the TOEIC examination before graduation (OHEC, 2017). Hence, future graduates can be

government teacher as they would like to be in the future. 2) To enhance digital literacy skills, all

programs offered should integrate the teaching- learning by applying the digital using as well as create

the effective approach to assessment of the implementation results and improvement this skills,

especially the college can create the digital network with other organizations and graduate users such

as schools, universities and so on in order to have more resources and ideas to improve students on

these skills. 3) To enhance innovative thinking, this is important that it should start from the beginning

0.00

2.00

4.00

6.00

8.00

10.00

12.00

% to close a gap (100-(M-

3.51*100))

9.40

6.84

10.07

The learning and

innovation skills

Digital information use

skill

Life and career skills

17

of the learning until they complete the degree, in order to improve the innovative thinking, this skill

should be embedded into curriculum and extra-curriculum and all subjects as a one important domain

of learning in this era as well as continue enhancement and improvement in each year of study. 4) To

enhance adaptability, flexibility and collaboration skills, college should arrange the extra activities or

programs or educational trips that students can use and challenge their own abilities and skills to

adaptability, flexibility and collaborate with new and different environments, cultures, languages,

friends and religious and so on. 5) To enhance critical thinking and problem solving, the real practice

in a real situation from the first year to the last year of learning, thus this strategy can help students to

grow up with this important skills, students can learn and work in the school or workplace as a real

situation so they can apply their critical thinking and problem solving effectively to find the suitable

and new ways for solving the problems (Teachers’ council of Thailand, 2013).6) To enhance creative

thinking, the wider world of learning is necessary, thus the college should provide the exchange

activities with various different types of education or institutions such as Technology, digital, arts and

so on in order to create the creative thinking as well as to have the inspiration to improve themselves,

and 7) To enhance media literacy, this skill should be interweaved into all subjects of the program as

well as should integrate with the student’s training program and students’ development activities which

encourage students to use media to present their learning and potential.

Furthermore, all seven strategies will be operated effectively, first of all the creating of the right

perception, understanding and attitude of the importance of why we need to enhance student’s ability

actively is really necessary in this current education as well as the cooperation of all levels and personal

is prominent as well therefore all of these matters should be considered to building as the one major

priority. Finally the author believes that those seven outstanding strategies and right perception of

Thailand 4.0 and the 21st century will be powerful means to drive and increase the quality of future

MBC’s graduates and human resource, especially can close the gap between graduate producer and

graduate users in this era as well as can be applied to other institutions effectively and actively in order

to attain the goal of nation together which are security, prosperity and sustainability( Royal Thai

embassy, Washington D.C., 2017).

Benefits of research

This is the first research of Thailand 4.0 and the 21st century skills in MBC. It can be the

effective guideline to improve quality of MBC and other Buddhist education institutions as well as

other HEIs, graduates, enhancing employability, sustainable networks and so on.

References

Baxter. W. (2017). Thailand 4.0 and the future of work in the kingdom. Retrieved from

http://www.ilo.org/wcmsp5/groups/public/---dgreports/---

dcomm/documents/meetingdocument/wcms_549062.pdf

English oxford living dictionary. (2017). Definition of thinking. Retrieved from

https://en.oxforddictionaries.com/definition/thinking

Harris. R. (2017). Introduction to creative thinking. Retrieved

fromhttp://www.virtualsalt.com/crebook1.htm

Kaur, A., D. Young and R. Kirkpatrick. (2016). English Education Policy in Thailand: Why the Poor

Results in English Language Education Policy in Asia. Publisher: Springer International

Publishing, Editors: Robert Kirkpatrick, pp.345-361

Mahamakut Buddhist University (MBU). (2017). History of Mahamakut Buddhist University. Retrieved

from http://www.eng.mbu.ac.th/index.php/history-4

Mahapajapati Buddhist College (MBC). (2017) . History of Mahapajapati Buddhist College (MBC) .

Retrieved from http://mbu.mbc.in.th/

Mahamakut Buddhist University, Mahapajapati Buddhist College (MUB-MBC)a. (2016).

Curriculum (Thai Qualification Framework 2 (TQF.2)) B. Ed (teaching Buddhism program

2559). (P.32). Nakhonprathom, Thailand: MBU

Mahamakut Buddhist University,Mahapajapati Buddhist College (MUB-MBC)b. (2016).



http://www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/documents/meetingdocument/wcms_549062.pdf

http://www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/documents/meetingdocument/wcms_549062.pdf

http://www.eng.mbu.ac.th/index.php/history-4

http://mbu.mbc.in.th/

18

Mahamakut Buddhist University, Mahapajapati Buddhist College (MUB-MBC)c. (2016).



Mahamakut Buddhist University,Mahapajapati Buddhist College (MUB-MBC)d. (2016).



Mahamakut Buddhist University,Mahapajapati Buddhist College (MUB-MBC)e. (2016).



Mahamakut Buddhist University, Mahapajapati Buddhist College (MUB-MBC)f. (2016).



Ministry of education, Thailand. (2017). The emphasized educational policy, Ministry of education,

Thailand. Bangkok, Thailand

Office of Higher Education Commission (OHEC). (2014). Manual for the internal quality assurance

for higher education institutions. (p. 64). Bangkok, Thailand: OHEC

Office of Higher Education Commission (OHEC). (2017). The encouragement of higher education for

Thailand 4.0. Retrieved from

http://www.mua.go.th/ohec/assets/img/60-02-16(OHEC)V2.pdf

Puncreobutr. V. (2017). Education 4.0: New challenge of learning. Retrieved from

http://www.stic.ac.th/ojs/index.php/sjhs/article/view/Position%20Paper3

Office of the National Education Commission (ONEC). (2006).National qualifications framework for

higher education in Thailand, Implementation handbook. (pp. 3-4). Bangkok, Thailand: OHEC

Royal Thai embassy, Washington D.C. (2017). Thailand 4.0 thriving in the 21st century through

security, prosperity & sustainability. Retrieved from

http://thaiembdc.org/2016/11/21/thailand-4-0-thriving-in-the-21st-century-through-security-

prosperity-sustainablility/

Suranaree University of Technology (SUT)a. (2017). Curriculum of general education (Revision

version 2017). School of general education, social technology institute, Suranaree University

of Technology (p.16). Nakhon Ratchasima, Thailand: SUT

Suranaree University of Technology (SUT)b. (2017). Curriculum of general education (Revision

version 2017). School of general education, social technology institute, Suranaree University

of Technology (p.17). Nakhon Ratchasima, Thailand: SUT

Teachers’ council of Thailand. (2013). Regulation of Teachers’ council of Thailand on professional

ethics B.E. 2556. 2013.Volume 130 Part Special 130 D Government Gazette October 4, 2556.

Bangkok, Thailand: Teachers’ council of Thailand

The critical thinking community. (2017). Defining Critical Thinking. Retrieved from

http://www.criticalthinking.org/pages/defining-critical-thinking/766

University of Phayao. (2017). Blue print of Thailand 4.0 Driven Model for wealth, stability and

sustainability. Retrieved from http://www.libarts.up.ac.th/v2/img/Thailand-4.0.pdf

http://www.mua.go.th/ohec/assets/img/60-02-16(OHEC)V2.pdf

http://www.stic.ac.th/ojs/index.php/sjhs/article/view/Position%20Paper3

http://thaiembdc.org/2016/11/21/thailand-4-0-thriving-in-the-21st-century-through-security-

http://www.libarts.up.ac.th/v2/img/Thailand-4.0.pdf

enhancement students’ innovation and learning skills for...

Documents