Developing an Interdisciplinary Curriculum to Enhance Inompetency in Thai Higher Educationnovation C
Keywords:
Interdisciplinary Curriculum, Innovation Competency, Thai Higher Education, Triple Helix, Creative EconomyAbstract
A significant challenge in contemporary Thai higher education is the persistence of disciplinary silos in curriculum design. This lack of flexibility and interdisciplinary integration obstructs the development of students' innovation competency (OECD, 2019; Trilling & Fadel, 2009). Despite policies promoting the creative economy and integrated learning, a systemic mechanism for implementation encompassing budget allocation, evaluation metrics, and robust collaboration among universities, industry, and government (the Triple Helix model) remains underdeveloped (Etzkowitz & Leydesdorff, 2000).
Addressing this gap, this academic article investigates a framework for developing interdisciplinary curricula in Thai higher education institutions. The proposed approach integrates knowledge from diverse fields such as science, technology, humanities, arts, and management, combined with experiential and problem-based learning methodologies (Jacobs, 2013; Kolb, 2015). The objective is to enhance students' innovation competency, which is conceptualized as a synergy of knowledge, skills, and attributes essential for creating innovations that drive sustainable development (UNCTAD, 2010). Findings indicate that effective curriculum development should be grounded in constructivist learning principles and aligned with the Triple Helix model, fostering a collaborative learning ecosystem responsive to dynamic societal needs.
The study concludes with a key recommendation: the development of interdisciplinary curricula in Thai higher education must feature a flexible structure that bridges disciplinary divides and promotes learning in authentic contexts. This approach is crucial for cultivating students with the competencies required to meet innovative demands and contribute to a sustainable future.
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