Exploring Reinvented Curriculum Models: Bridging Humanities Education and Generation Z in Thai Higher Education
Keywords:
Generation Z, Humanities Education, Thai Higher Education, Curriculum Innovation, Digital LearningAbstract
The landscape of Humanities education in Thailand has undergone significant changes due to evolving student expectations and global educational trends. The emergence of Generation Z, characterized by digital fluency and a preference for interactive learning, necessitates a curriculum reinvention that aligns with their learning habits and professional aspirations. Traditional Humanities curricula, often criticized for their theoretical rigidity and lack of employability-focused skills, must now integrate interdisciplinary, technology-enhanced, and competency-based approaches. This paper examines the theoretical underpinnings of Humanities education, challenges in adapting to Gen Z’s needs, and innovative curriculum frameworks that bridge traditional Humanities disciplines with career-oriented skills. Through an analysis of curriculum reform initiatives, digital and hybrid learning models, industry collaborations, and modular learning structures, this study provides insights into best practices for modernizing Humanities education. The paper also offers policy recommendations for Thai universities to enhance curriculum flexibility, faculty development, and international collaboration.
References
Aldhafeeri, F. M., & Alotaibi, M. B. (2023). Integrating media literacy into the curriculum: A case study of Kuwaiti higher education. Journal of Media Literacy Education, 15(2), 45-60.
Alsowat, H. (2022). The effect of blended learning on the development of writing skills among Saudi EFL learners. International Journal of Educational Technology in Higher Education, 19(1), 1-15.
Atkin, C. (2020). Adapting teaching strategies for Generation Z: Innovations in higher education. Journal of Educational Innovation, 10(3), 112-125.
Chaemchoy, S., Pholphirul, P., & Rukumnuaykit, P. (2021). Financial challenges in Thai higher education: Balancing quality and accessibility. Asian Education and Development Studies, 10(4), 527-543.
Daungkaew, P., & Chongcharoen, D. (2016). Internationalization strategies of Thai universities: A path toward academic excellence. Journal of International and Comparative Education, 5(1), 34-47.
Fry, G. W., & Bi, H. (2013). The evolution of educational reform in Thailand: The Thai educational paradox. Journal of Educational Administration, 51(3), 290-319.
Guo, Y. (2023). Interdisciplinary curriculum design: Integrating humanities and STEM education. Journal of Curriculum Studies, 55(1), 78-95.
Handayani, L., Cahyono, B. Y., & Widiati, U. (2021). Micro-credentials in higher education: Opportunities and challenges. Journal of Educational Research and Evaluation, 25(2), 123-135.
Huerta, E., & Suárez, M. (2020). Elective clusters as a strategy for interdisciplinary learning in higher education. Innovative Higher Education, 45(3), 219-233.
Ibasco, M. (2024). Modular learning in the digital age: A framework for personalized education. Journal of Educational Technology, 18(1), 99-115.
Jain, S., Sharma, M., & Jain, R. (2017). Impact of social media on student life. International Journal of Computer Applications, 169(8), 14-17.
Kamsin, A. (2024). Hybrid learning models: Enhancing student engagement in higher education. Journal of Learning and Teaching in Higher Education, 20(2), 145-160.
Kaznacheeva, E. V., Makarova, E. A., & Shishov, S. E. (2021). Experiential learning in humanities education: Case studies from Russian universities. Journal of Applied Research in Higher Education, 13(3), 741-755.
Khatib, F. S., Al-Dmour, R. H., & Al-Zu'bi, Z. H. (2023). Challenges of implementing hybrid learning in higher education: Faculty perspectives. International Journal of Educational Management, 37(1), 89-104.
Li, J., & Zhang, Y. (2024). Global perspectives in humanities curricula: Integrating ASEAN studies in Chinese universities. Journal of Global Education and Research, 8(1), 67-82.
Liu, A. (2017). Teaching the digital humanities: A hybrid approach. Digital Scholarship in the Humanities, 32(1), 123-137.
Maneerat, N., & Patchanee, P. (2015). Factors influencing the use of e-learning: A case study of Rajabhat universities in Thailand. Procedia - Social and Behavioral Sciences, 197, 1732-1736.
Nichols, M., & Seelig, C. (2022). Blended and online learning: A comparative study of student engagement and performance. Journal of Open, Flexible and Distance Learning, 26(1), 21-35.
Nicholls, D. (2016). Interdisciplinary approaches in humanities education: Preparing students for the future. Arts and Humanities in Higher Education, 15(4), 364-375.
Niyomves, S., Rattanamethawong, N., & Chaisanit, S. (2024). Virtual exchange programs: Enhancing global competencies in Thai higher education. Journal of Studies in International Education, 28(2), 123-139.
Pousson, R. G., & Myers, R. (2018). The use of social media in higher education for marketing and communications: A guide for professionals in higher education. Journal of Marketing for Higher Education, 28(1), 1-10.
Pragholapati, A. (2020). COVID-19 impact on students. OSF Preprints.
Purwantara, S., Suryadi, D., & Darhim, D. (2023). The effect of problem-based learning on students' critical thinking skills in mathematics: A meta-analysis study. Journal of Physics: Conference Series, 1806(1), 012194.
Ramadhan, S., & Rumondang, R. (2023). Integrating entrepreneurship into humanities education: A model for curriculum development. Journal of Entrepreneurship Education, 26(1), 1-15.
Sandra, D., Wijaya, T. T., & Santoso, H. B. (2020). Cross-cultural perspectives in Southeast Asian higher education curricula. Journal of International Education in Business, 13(2), 185-200.
Sangnapaboworn, W. (2018). The evolution of education reform in Thailand. In G. W. Fry (Ed.), Education in Thailand: An old elephant in search of a new mahout (pp. 193-217). Springer.
Sangwanglao, S. (2024). Competency-based education in Thailand: Policy and practice. Journal of Education and Learning, 13(1), 45-59.
Sahar-Inbar, N., & Shaked, H. (2023). Teachers' perceptions of instructional leadership: The case of Israeli Arab schools. International Journal of Leadership in Education, 26(1), 1-19.
Seemiller, C., & Grace, M. (2016). Generation Z Goes to College. Jossey-Bass.
Seemiller, C., & Grace, M. (2017). Generation Z: Educating and engaging the next generation of students. About Campus, 22(3), 21-26.
Surakarn, S., Phuseeorn, S., & Tepsing, P. (2020). Learning analytics in higher education: A case study. International Journal of Educational Technology, 10(2), 150-162.
Singkorn, O., & Chanchalor, S. (2022). Factors affecting the adoption of blended learning in Thai higher education: A case study of Rajabhat universities. International Journal of Emerging Technologies in Learning, 17(2), 4-19.
Sriprom, L., & Srisawasdi, N. (2019). The development of STEM education learning activities to enhance scientific creativity for high school students. Journal of Physics: Conference Series, 1340(1), 012003.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Nakhon Ratchasima Journal of Humanities and Social Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
