MICROLEARNING FOR EDUCATIONAL EQUITY: BRIDGING LEARNING GAPS FOR LEARNERS IN REMOTE AREAS
DOI:
https://doi.org/10.64186/jsp2785%20%20คำสำคัญ:
Microlearning , Rural Education, Digital Divide , Mobile Learning, Learning Gapsบทคัดย่อ
Deep-rooted educational inequality remains a major challenge in Thailand's remote and rural areas. Against this backdrop, this academic article explores the potential of Microlearning, or modularized learning, as an educational innovation that could help bridge existing learning disparities. Employing a systematic literature review methodology, the article synthesizes theoretical principles, evidence from applied case studies, and practical insights to demonstrate that concise, accessible, and mobile-based learning content directly aligns with the needs, lifestyles, and constraints of learners in remote contexts. This article connects the concept of Microlearning with established educational and psychological theories to explain its potential to enhance learning effectiveness. Drawing from Cognitive Load Theory and Self-Determination Theory, the study highlights the cognitive and motivational mechanisms underlying Microlearning's success. The findings suggest that Microlearning, when contextually adapted, can enhance learner motivation, autonomy, and retention. In addition, the article proposes a practical framework for implementing Microlearning that integrates contextually relevant content design, accessible technology, strategies for assessment and feedback, and a redefined role for facilitators. It also identifies possible challenges and provides policy recommendations for educators and government agencies. Ultimately, this article proposes Microlearning not only as a technological innovation but also as a human-centered approach to achieving long-term educational transformation.
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